The course teaching objectives are the following:
1) to get knowledge of the main historical-educational transformations (form both a legislative and pedagogical viewpoint) of the Italian School since the post-unitary age to present;
2) to get knowledge of the history of teacher training, with particular consideration to primary school teachers, from post-unitary age to present;
3) to get knowledge of some aspects of the most innovative pedagogical thought between the Nineteenth and Twentieth centuries, by reading some classics authors in History of Pedagogical Thought;
4) to understand the difference between History of the institutions and the Annalistic school of History, through the use of literary and autobiographical sources of history of school and educational institutions.

1. Saverio Santamaita, Storia della scuola. Dalla scuola al sistema formativo, Pearson, Mylab, 2019.
2. F. Borruso (Eds.), Memoria, infanzia, educazione. Modelli educativi e vita quotidiana fra Otto e Novecento, Roma Tre Press, 2021 (essays: Covato, Borruso, Palombo, Cantatore, Silvestri, Zizioli).
3. John Dewey, Scuola e società, Preface by F. Borruso, Edizioni Conoscenza, Roma, 2018.
4. Giuseppe Lombardo Radice, Lezioni di didattica, Preface by L. Cantatore, Edizioni Conoscenza, Roma, 2022

This teaching is proposed for increasing or encouraging the comprehension of
- the relationship between the didactic and personal culture of the teacher and the flexibility of his/fer didactic action
- the connection between didactic actions and actions of the media
- the centrality of the child in the didactic actions chosen by the teacher, as dictated by the “Indicazioni Nazionali per il curricolo della scuola dell’infanzia e del primo ciclo di istruzione"

MIUR, Indicazioni Nazionali per il curricolo della scuola dell'infanzia e per il primo ciclo di istruzione, 2012
Sonia COLUCCELLI, Montessori incontra... Intrecci pedagogici tra scuola montessoriana e didattiche non tradizionali, Erickson, 2108
Maria MONTESSORI, La scoperta del bambino, Garzanti, 2017

One of the three following books:
Gianni RODARI, Grammatica della fantasia
Mario LODI, Il paese sbagliato, BUR Rizzoli saggi, 2022 (1977 first edition)
Scuola di Barbiana, Don Lorenzo Milani, M. Gesualdi (a cura di), Lettera a una professoressa, Nuova Editrice Fiorentina, 2017 (va bene anche 2015)

The course main objective is to illustrate and define the main lines of educational research and to provide students with the principal evaluation tools.
- Issues and strategies for educational research.
-The construction of the research: identification of problems and research objectives, construction of the theoretical framework, formulation of hypotheses, operational definitions, types of variables, relationships between variables
- Collection of data: qualitative and quantitative techniques
- Coding, data analysis and hypothesis-testing: processing of statistics and bivariate statistics
- learn how to critically redraft hypotheses
- identify paths to solve educational issues.

Domenici, G., Lucisano, P. & Biasi V. (2021). Ricerca sperimentale e processi valutativi in educazione. Milano: McGraw-Hill Education.
Castellana, G. (2020). Insegnare a d apprendere a leggere. Roma. Armando editore
Castellana G. (2018). Dimmi come leggi. Questionario e itinerari didattici sulle strategie di lettura per la scuola secondaria di primo grado. Milano: LED.
Additional contents will be available during the course

- Teaching sciences: the role of history in science teaching (The structure scientific revolutions, T. Kuhn ); the scientific method according to the vision of Mary Everest Boole; meaning of anomalies in the history of science; the false myth of certain knowledge and absolute truth.

- Ordinary associations with the word chemistry: a microscopic view coupled with the preconception of chemistry as responsible for pollution. A humanistic vision of science and chemistry.

- Why teaching chemistry in the primary school: between scientific illiteracy, practical utility in everyday life and education for democracy (Roald Hoffmann, The same and not the same)
The role of teacher in science teaching, the importance of mimesis and storytelling.
The prehistoric origins of chemistry and chemistry today: beyond mistrust and hyperspecialization.

- Topics of chemistry in primary school. Chemistry from macro to micro. The role of the unconscious in child science education.

- The matter: definitions and key concepts through a microscopic analysis, didactic examples. Matter seen according to a historical approach: between finite and infinite (the importance of existential questions); the development of the Aristotelian and atomistic conception.

- The atom: The atomic model today and the periodic table today. Subatomic particles, features and functions. Orbitals and electronic configuration. The Lewis structure. The periodic table: periodic properties of the elements (atomic radius, first ionization energy, electron affinity and electronegativity). Didactic examples, good and bad practices. The renaissance of atom conception and the affirmation of atomism (Gutemberg, Galilei, Gassendi, Boyle): the role of air and gases.

- Chemical bond: strong bonds (ionic bond, covalent, metallic); weak interactions (Van der Waals forces, Hydrogen bond). From the macroscopic properties of matter (shape, size, hardness, color etc.) to the nature of chemical bonds.

- The chemistry of mixtures: heterogeneous and homogeneous mixtures. Solutions: solute and solvent, functions and interactions. Phase transitions. The influence of temperature and pressure on phase transitions. Water phase diagram. How to quantify a solution (molarity, molality and volume percentage). The polarity, examples. Solubility variation with temperature and pressure. Dispersions: suspensions, foams and emulsions. Colligative properties.

- Chemical transformations, historical path. Alchemy. Reversible and irreversible chemical processes (Examples) Why do reactions occur? Reaction rate (Examples): Collision Theory, activation energy, catalysts. Examples. Combustion, didactic examples. Exo and endo-thermic reactions (didactic examples).

-Acid-Base reactions. Historical path of acid and base theory. Qualitative and quantitative approach. Arrhenius theory: examples and limits. Bronsted-Lowry theory, examples. Lewis theory. Didactic proposals.

- Egan and the multiple knowlwdge. Pinocchio in the teaching of science

The preparation of the child to the science. Mary Boole. Carocci

Introduction to chemestry. Nivaldo Tro, Pearson
Short history of chemestry, Asimov Zanichelli

PROGRAMMA
Il corso si propone di fornire gli orientamenti e le cornici teoriche che hanno determinato lo
sviluppo della pedagogia come sapere scientifico autonomo, approfondendo i concetti di
educazione, formazione e insegnamento. Tale percorso si intreccia con le trasformazioni sociali,
culturali e politiche realizzatesi nel corso del ‘900, che hanno influenzato gli sviluppi futuri della
materia. Attraverso il contributo di diversi autori, ci si soffermerà sui fondamenti teorici della
pedagogia, riflettendo sulla sua capacità di porsi in contrasto ai fenomeni dell’esclusione sociale,
attribuendo alla formazione un ruolo emancipatorio. Tale prospettiva verrà approfondita soprattutto
grazie ad alcuni testi che permetteranno di conoscere esperienze educative in contesti di esclusione
e a riflettere sull'attualità, con un approccio sistemico e complesso che richiede lo sviluppo di un
approccio critico e trasformativo rispetto al ruolo dell'insegnante, al rapporto docente-studente, e
più in generale al senso della scuola.

OBIETTIVI:
- conoscere i fondamenti e le finalità della pedagogia generale e dei modelli educativo-formativi;
- analizzare il pensiero pedagogico nelle sue molteplici connessioni con le trasformazioni
storicosociali;
- definire la terminologia pedagogica con particolare riferimento ai concetti, agli obiettivi
formativi e agli strumenti metodologici delle scienze dell’educazione;
- contestualizzare il ruolo dell’insegnante come figura strategica a livello educativo, sociale e
politico.

1. CAMBI F., Le pedagogie del Novecento, Laterza, Roma-Bari 2019.
2. DEWEY J., Le fonti di una scienza dell’educazione, traduzione di testo a cura degli studenti e
delle studentesse del corso di Pedagogia generale II, Corso di Laurea in Scienze dell'Educazione e
della Formazione, Dipartimento di Psicologia dei Processi di Sviluppo e Socializzazione - Sapienza,
Università di Roma, prof.ssa Anna Salerni disponibile al sito
http://www.fmag.unict.it/Public/Uploads/links/Le%20fonti%20di%20una%20scienza%20dell'educa
zione%20nuova%20traduzione%20onl.pdf.
3. BIESTA G. J. J., Riscoprire l’insegnamento, Raffaello Cortina, Milano, 2022.
4. SCUOLA DI BARBIANA, Lettera a una professoressa, Libreria Editrice Fiorentina, Firenze
(qualsiasi anno di edizione)

The course aims to provide theoretical frameworks which have determinated the developement of pedagogy as an autonomus branch of knowledge, deepening the concepts of education, training and teaching. This path is interrelated with social, cultural and political transformation occurred during the XX century, which have influenced the pedagogical thought. Thanks to the contributions of several authors, we will focus on theoretical fundamentals of the pedagogy, reflecting on the chance to fight social exclusion throught its empowerment capacity. Especially, this perspective will be examinened in detail thanks to some texts that will allow you to learn about educational experiences in contexts of exclusion and to reflect on current events, with a systemic and complex approach that requires the development of a critical and transformative approach to the role of the teacher, the teacher-student relationship, and more generally to the meaning of school.

1. CAMBI F., Le pedagogie del Novecento, Laterza, Roma-Bari 2019.

2. DEWEY J., Le fonti di una scienza dell’educazione, traduzione di testo a cura degli studenti e delle studentesse del corso di
Pedagogia generale II, Corso di Laurea in Scienze dell'Educazione e della Formazione, Dipartimento di Psicologia dei Processi di Sviluppo e Socializzazione - Sapienza, Università di Roma, prof.ssa Anna Salerni
disponibile al sito http://www.fmag.unict.it/Public/Uploads/links/Le%20fonti%20di%20una%20scienza%20dell'educazione%20nuova%20traduzione%20onl.pdf.

3. BIESTA G. J. J., Riscoprire l’insegnamento, Raffaello Cortina, Milano, 2022.

4. SCUOLA DI BARBIANA, Lettera a una professoressa, Libreria Editrice Fiorentina, Firenze; (qualsiasi anno di edizione).

Introduction to the Course
In recent decades, pedagogy, like other scientific disciplines, has constantly questioned itself about its statute. In this way he put his own language, his own semantic and syntactic structure, the logical models of reference under analysis, noting as central a dialectical tension between logic / epistemology and value and normative components of a philosophical, political and scientific type. Furthermore, pedagogy has been recognized as a point of convergence of various disciplines such as psychology, sociology, biology, anthropology, etc. But, nevertheless, it would be reductive to limit the analysis of the "metamorphoses" undergone by pedagogy in recent decades to the sphere of the scientific-theoretical debate alone, within a process, albeit very fruitful and dialectical, within which different theoretical and research paradigms are they are confronted on the ground of the questions posed in the educational field. Indeed, it is necessary to look also and above all to the complex set of social, political, economic and cultural transformations that have, at the same time, provoked and accompanied the process by which contemporary pedagogy has increasingly come to constitute itself as scientifically based critical knowledge, in particular with reference to the historical period following the Second World War. What is at stake, within this transformative process, is the very identity of pedagogical knowledge but also and above all some key categories, some basic notions, and structural elements of this science.
In light of this, the General Pedagogy Course in question will be articulated along some main axes that will be oriented in the focus of essential passages for the purposes of the transformations indicated above:


A) Epistemological status, areas and functions of pedagogy. From philosophy to educational sciences.
From the historical point of view, pedagogy was born as a reflection on educational processes, that is, as thought oriented towards the analysis and understanding of multiple educational practices. It is precisely in this dialectic between the dimension of educational practice and that of theoretical reflection that pedagogical knowledge has been constructed and defined in its different phases and forms. But, for a very long period of time, it was philosophy that "thought" the educational processes, and for the major representatives of Western thought this educational reflection (from Plato to Aristotle, from Seneca to Augustine, from Erasmus to Locke, from Rousseau to Schiller, up to Gentile, Dewey, Gramsci, etc.) constituted a theoretical passage, so to speak, "further" and subsequent with respect to the process of philosophical elaboration of one's own thought. How crucial is the question concerning the origin, nature and significance of the sciences of education. These have been affirming and defining themselves in their profile, during the twentieth century (but already in the nineteenth century with the reflection of Johann Friedrich Herbart), within a progressive and constant growth, especially in recent decades, when a definitive and total conversion of a pedagogy still subordinated to philosophy (as in Giovanni Gentile's own conception, expressed in Summary of pedagogy as a philosophical science of 1913-14) in the sciences of education has been highlighted. An emblematic passage of this transformation / evolution is that constituted by the reflection of John Dewey contained in The sources of a science of education (1929). In the current condition, pedagogy is increasingly declined through the reference to specific, defined, extra-pedagogical knowledge: historical, psychological, biological, sociological, anthropological, but also philosophical and linguistic, etc. There is, more and more, a vast congeries of knowledge that become part of pedagogy, constituting its essential and indispensable cognitive foundation. Here, then, is the question concerning the epistemological status of pedagogical knowledge: what kind of science is pedagogy, or rather, the sciences of education?

B) Aims and values ​​of educating. Paideia, education, culture, humanitas.
It is our conviction that asking the question of education today is essentially equivalent to asking ourselves what the human is. And on what can distance us from it, denying it or emptying it of meaning and substance. Plato's position, in this regard, appears emblematically explicit when, precisely in the incipit of the seventh book of the Republic he writes that "man can be educated, or he can not be educated" (παιδείας τε πέρι καὶ ἀπαιδευσίας) radical, the educational question as proprium of the human, that is, as a peculiar, intrinsic and constitutive possibility of the human being. But also making it understood that this specific quality of the human condition does not constitute, in itself, a guarantee for the purposes of the accomplished realization of this potential or principle of human formation, claiming the absolute necessity of the educational act, as an intentional, historical act, not natural but to be pursued, cultivated with full awareness. The birth of the idea of ​​paideia therefore constitutes an emblematic and crucial moment with regard to the development of a philosophical-pedagogical, but also anthropological, ethical-moral, cultural and political reflection on the human dimension. The man one looks at is thought within the polis and, in the subsequent Neostoic and Latin reflection, with Cicero, beyond ethnicity, as the bearer of a truly universal humanitas, which in turn emerges from the grafting of reason / polis / culture but it is lived in the "soul" of the subject (and here it is the Christian and Augustinian reflection that applies) and thus undergoes a process of internalization / radicalization (in the sense of finding the roots). Culture is also universal and peculiarly human culture, which lives in man and for man and which constitutes the humanization of man. Today, in the present society of technology and communication, how should the educated man be? He will have to pursue a form of life that is valid and desirable for itself, and not just so that it can be useful in view of something else. Concern for the intrinsic value of education is an unequivocal stance against certain current trends that lead us to see educational work as a simple preparation aimed at satisfying circumstantial requests. In our opinion, however, it is necessary to consider education as something specific and due to man precisely because of the intrinsic need for his development as a human being. The educated man, whatever learning he has achieved, will not have to limit himself to acquiring some skills or operational skills; but above all to pursue an understanding of the principles of one's own action, well beyond, therefore, a utilitarian conception of education


C) Education and training.
The pedagogical harmonization of educational knowledge or sciences must be activated through a reflexivity that highlights the peculiar elements of the pedagogical, namely that of educating / forming, which operates as a giver of meaning. And it is precisely pedagogy understood in its aspect of critical reflection, as a reflection on the problems of educating and forming, which is called to carry out this coordination action, both by promoting the development of educational sciences, and by highlighting them. the dissonances with respect to the pedagogical, both orienting oneself in the sense of translating and integrating different languages, methods and presuppositions, on the common ground which is, precisely, that relating to the action of educating and forming. But what is the meaning of the two terms, educate / train, education / training? Both must not be considered equivalent and have a different phenomenological status, although both are placed at the heart of the pedagogical, representing a bit the two poles of oscillation. Educating carries within itself a more markedly social meaning, closely intertwined with the sphere of institutions and, by virtue of this, it expresses to a greater extent the conformative dimension, the vocation of orientation of life behaviors, promoting processes calibrated on social models, as well as on reference axiological systems. Here, then, is that education turns out to be more conforming, more directive, and, in the past, even more authoritarian. The process of formation appears, on the other hand, as the main feature of the subject in formation, in its making and becoming such, modeling itself on times, ways and attitudes of an absolutely personal nature. Within this perspective, as can be seen, becoming a subject / person and defining oneself through a form of one's self appear very complex, non-linear, discontinuous paths, exposed to changes, progress, phases of stasis and stagnation, and never completely programmable and programmable A training category, therefore, having an intentionality, a process and its specific purposes, explicating itself on several levels, according to devices that can increasingly be traced back to "self-care", to the "cultivation" of the Ego, but also to the dimension of authenticity (a category that already has a history coinciding, in fact, with modernity: from Rousseau to Heidegger), increasingly nourished by creativity, imagination and within a training space characterized in an aesthetic sense.

D) Critical ability and ethical-moral meta-reflection.
Traditionally, education has always aimed, among other possible and differentiated purposes, at the full development of personal autonomy in the individual. A crucial element of this autonomy is that connected to the development of critical thinking within the different domains of rationality. The development of an autonomy of thought has thus been defined as a critical attitude or habitus or a critical evaluative capacity towards a pre-existing tradition of values, customs, beliefs, culturally embedded in a form of life of reference. In this sense, a humanistic education must not be limited to a simple transmission of thought contents, knowledge, values ​​(what "one knows", what "one believes", "one thinks"), but must pertain to the acquisition of fundamentals principles capable of producing a sort of cognitive empowerment in the individual, enabling him to formulate judgments that are not the simple reflection or consequence of a conforming educational system. Allowing him, through them, to question the foundations of the latter. The constitutive elements of this educational model are different and multiple: the ability to distinguish the particular point of view from the general one, not only in a strictly cognitive sense, i.e. with reference to the ability to apply logical-conceptual categories to specific situations through processes of generalization. It is also important to know how to discern what belongs to a specific cultural horizon, proper to a specific tradition of beliefs and values, from principles, both cognitive and ethical-moral, or forms of a transcendental type, so to speak. It follows, therefore, on the part of the individual, the ability or the possibility to consciously and with cognitive competence assume ethical-moral positions, orientations of thought, in order to be able to act accordingly, through acts and behaviors (but also beliefs , opinions and ideas) that are not the pure emanation of the reference cultural and value background, but the fruit of an autonomous capacity for estrangement from it and projection of oneself according to "impartial" perspectives (which certainly does not mean disavowing the historicity and cultural connotation of one's personal training)

Concluding remarks: educational cruciality of the language-language-word trinomial
Pedagogy restores the meaning and structure of every construction of an accomplished human to school practices: language, language, speech. The lines of development of intelligent, properly human behavior, show, without possible doubts and misunderstandings, the centrality of language learning and the use of languages ​​in the formation and structuring of thought and action, the modeling force underlying the exercise. of the faculty of speech. This centrality is reinforced and empowered by writing and the other media in which linguistic communication takes place. The use of writing and reading, the forms of life that are connected to this use, are a further product of the socio-historical existence of man, something that had not been seen before or in other living species, but above all something which must be learned with intentional, continuous and lasting effort.
Moreover, the historical-natural languages ​​themselves are complex systems that aggregate plural means in their concrete functioning: sound, gesture, figuration, tone, rhythm, use of space. The daily use of language merges and associates a thousand media - and this has always been true, it is characteristic of the human, it does not depend, as we would naively be inclined to believe, on the development of electronic communication techniques that facilitate the combined use of some average. The centrality of speech and language is in the modeling force and in the role of linguistic thought to favor awareness and control of intellectual operations and actions.
The pedagogical reflection on the school, therefore, acknowledges this centrality and proposes a theoretical reading as a center of movement and order, necessary and unavoidable, of an education which is also centered on play, on narration (together with the categorization of the linguistic operation par excellence), on the use of bodies in motion, on plastic and figurative skills. We therefore propose a pedagogical vision that understands language education as a living and concrete basis for teaching and learning practices in which language and speech are the basis and means of an open and plural education: national language and foreign languages, calculus and abstract thought, mathematics, natural sciences, figurative arts practiced and enjoyed, theater, music, sport, film or television representation - and so on.
A linguistic education, reinterpreted in the light of practices and reflections such as those of Vygotsky and Milani, which goes beyond the circumnavigation of traditional linguistic disciplines and represents, as powerfully expressed in the last chapter "thought and word" of Thought and language (one of the fundamental study texts of this course), the fulcrum of the development of intelligence and conscious life, the basis on which all other forms of human action, interaction and communication are built or at least organized.
If writing enhances, and logarithmically, these possibilities of construction and organization, the school is the place of writing, of writing and reading, of calculation and drawing: something not innate that has produced and produces new worlds, and it projects us, every time, into worlds to be invented. Pedagogical reflection, on the basis of Milani and Vygotsky, captures the non-spontaneous and non-innate character of writing (and of other typically human and non-innate forms of behavior, such as calculation, drawing, the use of tools) and accepts the challenge of rethinking the school, today, in our living in electronic, conflictual, plural and globalized societies, as a difficult and exhilarating challenge of truly human living - of a full life.

L. Vygotskij, Pensiero e linguaggio (a cura di L. Mecacci), Roma-Bari, Laterza, 2008.
F, Cambi, Manuale di storia della pedagogia, Roma-Bari, Laterza, 2003.
M. Giosi, Alfabeti della polis. L’educazione come spazio narrativo, Roma, Anicia, 2022 (In stampa).
R.M. Postiglione, Lorenzo Milani (In stampa), Roma, Anicia, 2022.

Introduction to the Course
In recent decades, pedagogy, like other scientific disciplines, has constantly questioned itself about its statute. In this way he put his own language, his own semantic and syntactic structure, the logical models of reference under analysis, noting as central a dialectical tension between logic / epistemology and value and normative components of a philosophical, political and scientific type. Furthermore, pedagogy has been recognized as a point of convergence of various disciplines such as psychology, sociology, biology, anthropology, etc. But, nevertheless, it would be reductive to limit the analysis of the "metamorphoses" undergone by pedagogy in recent decades to the sphere of the scientific-theoretical debate alone, within a process, albeit very fruitful and dialectical, within which different theoretical and research paradigms are they are confronted on the ground of the questions posed in the educational field. Indeed, it is necessary to look also and above all to the complex set of social, political, economic and cultural transformations that have, at the same time, provoked and accompanied the process by which contemporary pedagogy has increasingly come to constitute itself as scientifically based critical knowledge, in particular with reference to the historical period following the Second World War. What is at stake, within this transformative process, is the very identity of pedagogical knowledge but also and above all some key categories, some basic notions, and structural elements of this science.
In light of this, the General Pedagogy Course in question will be articulated along some main axes that will be oriented in the focus of essential passages for the purposes of the transformations indicated above:


A) Epistemological status, areas and functions of pedagogy. From philosophy to educational sciences.
From the historical point of view, pedagogy was born as a reflection on educational processes, that is, as thought oriented towards the analysis and understanding of multiple educational practices. It is precisely in this dialectic between the dimension of educational practice and that of theoretical reflection that pedagogical knowledge has been constructed and defined in its different phases and forms. But, for a very long period of time, it was philosophy that "thought" the educational processes, and for the major representatives of Western thought this educational reflection (from Plato to Aristotle, from Seneca to Augustine, from Erasmus to Locke, from Rousseau to Schiller, up to Gentile, Dewey, Gramsci, etc.) constituted a theoretical passage, so to speak, "further" and subsequent with respect to the process of philosophical elaboration of one's own thought. How crucial is the question concerning the origin, nature and significance of the sciences of education. These have been affirming and defining themselves in their profile, during the twentieth century (but already in the nineteenth century with the reflection of Johann Friedrich Herbart), within a progressive and constant growth, especially in recent decades, when a definitive and total conversion of a pedagogy still subordinated to philosophy (as in Giovanni Gentile's own conception, expressed in Summary of pedagogy as a philosophical science of 1913-14) in the sciences of education has been highlighted. An emblematic passage of this transformation / evolution is that constituted by the reflection of John Dewey contained in The sources of a science of education (1929). In the current condition, pedagogy is increasingly declined through the reference to specific, defined, extra-pedagogical knowledge: historical, psychological, biological, sociological, anthropological, but also philosophical and linguistic, etc. There is, more and more, a vast congeries of knowledge that become part of pedagogy, constituting its essential and indispensable cognitive foundation. Here, then, is the question concerning the epistemological status of pedagogical knowledge: what kind of science is pedagogy, or rather, the sciences of education?

B) Aims and values ​​of educating. Paideia, education, culture, humanitas.
It is our conviction that asking the question of education today is essentially equivalent to asking ourselves what the human is. And on what can distance us from it, denying it or emptying it of meaning and substance. Plato's position, in this regard, appears emblematically explicit when, precisely in the incipit of the seventh book of the Republic he writes that "man can be educated, or he can not be educated" (παιδείας τε πέρι καὶ ἀπαιδευσίας) radical, the educational question as proprium of the human, that is, as a peculiar, intrinsic and constitutive possibility of the human being. But also making it understood that this specific quality of the human condition does not constitute, in itself, a guarantee for the purposes of the accomplished realization of this potential or principle of human formation, claiming the absolute necessity of the educational act, as an intentional, historical act, not natural but to be pursued, cultivated with full awareness. The birth of the idea of ​​paideia therefore constitutes an emblematic and crucial moment with regard to the development of a philosophical-pedagogical, but also anthropological, ethical-moral, cultural and political reflection on the human dimension. The man one looks at is thought within the polis and, in the subsequent Neostoic and Latin reflection, with Cicero, beyond ethnicity, as the bearer of a truly universal humanitas, which in turn emerges from the grafting of reason / polis / culture but it is lived in the "soul" of the subject (and here it is the Christian and Augustinian reflection that applies) and thus undergoes a process of internalization / radicalization (in the sense of finding the roots). Culture is also universal and peculiarly human culture, which lives in man and for man and which constitutes the humanization of man. Today, in the present society of technology and communication, how should the educated man be? He will have to pursue a form of life that is valid and desirable for itself, and not just so that it can be useful in view of something else. Concern for the intrinsic value of education is an unequivocal stance against certain current trends that lead us to see educational work as a simple preparation aimed at satisfying circumstantial requests. In our opinion, however, it is necessary to consider education as something specific and due to man precisely because of the intrinsic need for his development as a human being. The educated man, whatever learning he has achieved, will not have to limit himself to acquiring some skills or operational skills; but above all to pursue an understanding of the principles of one's own action, well beyond, therefore, a utilitarian conception of education


C) Education and training.
The pedagogical harmonization of educational knowledge or sciences must be activated through a reflexivity that highlights the peculiar elements of the pedagogical, namely that of educating / forming, which operates as a giver of meaning. And it is precisely pedagogy understood in its aspect of critical reflection, as a reflection on the problems of educating and forming, which is called to carry out this coordination action, both by promoting the development of educational sciences, and by highlighting them. the dissonances with respect to the pedagogical, both orienting oneself in the sense of translating and integrating different languages, methods and presuppositions, on the common ground which is, precisely, that relating to the action of educating and forming. But what is the meaning of the two terms, educate / train, education / training? Both must not be considered equivalent and have a different phenomenological status, although both are placed at the heart of the pedagogical, representing a bit the two poles of oscillation. Educating carries within itself a more markedly social meaning, closely intertwined with the sphere of institutions and, by virtue of this, it expresses to a greater extent the conformative dimension, the vocation of orientation of life behaviors, promoting processes calibrated on social models, as well as on reference axiological systems. Here, then, is that education turns out to be more conforming, more directive, and, in the past, even more authoritarian. The process of formation appears, on the other hand, as the main feature of the subject in formation, in its making and becoming such, modeling itself on times, ways and attitudes of an absolutely personal nature. Within this perspective, as can be seen, becoming a subject / person and defining oneself through a form of one's self appear very complex, non-linear, discontinuous paths, exposed to changes, progress, phases of stasis and stagnation, and never completely programmable and programmable A training category, therefore, having an intentionality, a process and its specific purposes, explicating itself on several levels, according to devices that can increasingly be traced back to "self-care", to the "cultivation" of the Ego, but also to the dimension of authenticity (a category that already has a history coinciding, in fact, with modernity: from Rousseau to Heidegger), increasingly nourished by creativity, imagination and within a training space characterized in an aesthetic sense.

D) Critical ability and ethical-moral meta-reflection.
Traditionally, education has always aimed, among other possible and differentiated purposes, at the full development of personal autonomy in the individual. A crucial element of this autonomy is that connected to the development of critical thinking within the different domains of rationality. The development of an autonomy of thought has thus been defined as a critical attitude or habitus or a critical evaluative capacity towards a pre-existing tradition of values, customs, beliefs, culturally embedded in a form of life of reference. In this sense, a humanistic education must not be limited to a simple transmission of thought contents, knowledge, values ​​(what "one knows", what "one believes", "one thinks"), but must pertain to the acquisition of fundamentals principles capable of producing a sort of cognitive empowerment in the individual, enabling him to formulate judgments that are not the simple reflection or consequence of a conforming educational system. Allowing him, through them, to question the foundations of the latter. The constitutive elements of this educational model are different and multiple: the ability to distinguish the particular point of view from the general one, not only in a strictly cognitive sense, i.e. with reference to the ability to apply logical-conceptual categories to specific situations through processes of generalization. It is also important to know how to discern what belongs to a specific cultural horizon, proper to a specific tradition of beliefs and values, from principles, both cognitive and ethical-moral, or forms of a transcendental type, so to speak. It follows, therefore, on the part of the individual, the ability or the possibility to consciously and with cognitive competence assume ethical-moral positions, orientations of thought, in order to be able to act accordingly, through acts and behaviors (but also beliefs , opinions and ideas) that are not the pure emanation of the reference cultural and value background, but the fruit of an autonomous capacity for estrangement from it and projection of oneself according to "impartial" perspectives (which certainly does not mean disavowing the historicity and cultural connotation of one's personal training)

Concluding remarks: educational cruciality of the language-language-word trinomial
Pedagogy restores the meaning and structure of every construction of an accomplished human to school practices: language, language, speech. The lines of development of intelligent, properly human behavior, show, without possible doubts and misunderstandings, the centrality of language learning and the use of languages ​​in the formation and structuring of thought and action, the modeling force underlying the exercise. of the faculty of speech. This centrality is reinforced and empowered by writing and the other media in which linguistic communication takes place. The use of writing and reading, the forms of life that are connected to this use, are a further product of the socio-historical existence of man, something that had not been seen before or in other living species, but above all something which must be learned with intentional, continuous and lasting effort.
Moreover, the historical-natural languages ​​themselves are complex systems that aggregate plural means in their concrete functioning: sound, gesture, figuration, tone, rhythm, use of space. The daily use of language merges and associates a thousand media - and this has always been true, it is characteristic of the human, it does not depend, as we would naively be inclined to believe, on the development of electronic communication techniques that facilitate the combined use of some average. The centrality of speech and language is in the modeling force and in the role of linguistic thought to favor awareness and control of intellectual operations and actions.
The pedagogical reflection on the school, therefore, acknowledges this centrality and proposes a theoretical reading as a center of movement and order, necessary and unavoidable, of an education which is also centered on play, on narration (together with the categorization of the linguistic operation par excellence), on the use of bodies in motion, on plastic and figurative skills. We therefore propose a pedagogical vision that understands language education as a living and concrete basis for teaching and learning practices in which language and speech are the basis and means of an open and plural education: national language and foreign languages, calculus and abstract thought, mathematics, natural sciences, figurative arts practiced and enjoyed, theater, music, sport, film or television representation - and so on.
A linguistic education, reinterpreted in the light of practices and reflections such as those of Vygotsky and Milani, which goes beyond the circumnavigation of traditional linguistic disciplines and represents, as powerfully expressed in the last chapter "thought and word" of Thought and language (one of the fundamental study texts of this course), the fulcrum of the development of intelligence and conscious life, the basis on which all other forms of human action, interaction and communication are built or at least organized.
If writing enhances, and logarithmically, these possibilities of construction and organization, the school is the place of writing, of writing and reading, of calculation and drawing: something not innate that has produced and produces new worlds, and it projects us, every time, into worlds to be invented. Pedagogical reflection, on the basis of Milani and Vygotsky, captures the non-spontaneous and non-innate character of writing (and of other typically human and non-innate forms of behavior, such as calculation, drawing, the use of tools) and accepts the challenge of rethinking the school, today, in our living in electronic, conflictual, plural and globalized societies, as a difficult and exhilarating challenge of truly human living - of a full life.

L. Vygotskij, Pensiero e linguaggio (a cura di L. Mecacci), Roma-Bari, Laterza, 2008.
F, Cambi, Manuale di storia della pedagogia, Roma-Bari, Laterza, 2003.
M. Giosi, Alfabeti della polis. L’educazione come spazio narrativo, Roma, Anicia, 2022.
R.M. Postiglione, Lorenzo Milani, Roma, Anicia, 2000.
MIUR, Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo d’istruzione, in “Annali della Pubblica istruzione”, numero speciale, Firenze, Le Monnier, 2012.
Comitato Scientifico Nazionale per le Indicazioni Nazionali per il curricolo della scuola dell’infanzia e del primo ciclo di istruzione (a cura di), Indicazioni nazionali e nuovi scenari, Roma, MIUR, 2018.

Autobiography: educational and socio-political models, practices and implications
Autobiographical writing, self-narration, appear to be rich in formative, emancipatory, reflective-critical implications. At the basis of them, we can identify a radical need for self-expression, a "giving shape", a making oneself recognizable, to oneself and to others, thus making "recognition" a key category of identity development, which it calls in question the intimately social, relational (and, as we shall see, political) nature of every "private", individual, intimate narrative. The autobiography is, therefore, first of all "need", but also, then, method and model. And such it has become within the pedagogical and formative practices that, in recent decades, have taken shape, starting from the daily, "anonymous" dimension of telling oneself. Think of the experience of the Memorial Archives in Pieve Santo Stefano, up to the Free University of Autobiography, at Anghiari. Within this perspective, the category of memory, personal and collective, has an essential importance and the theme of autobiographical narration could not ignore, as I have pointed out, the conceptions of memory developed by Bergson and in particular by Maurice Halbwachs: the latter, elaborated the principle of the "social frameworks" of memory, highlighting the decisive role that the contexts of reference have in the very formation of our personal identities and in the very mechanisms of remembering, redefining oneself, "re-writing oneself", "re-knowing oneself" ( but see also the studies by Pierre Norà, Franco-Algerian author, on "places of memory" and "ego-histoire"). We are therefore also in the field of adult education, and the reference to Malcolm Knowles is a must, but we are also in the field of social, historical and political experiences of great significance, which, during the twentieth century and beyond, have marked our history. Both those that refer to the American sociology of the Chicago School (think of the studies on Anderson's "Hobos", or on the youth "gangs" of Cohen and Trasher, or on migrants, of Thomas and Znaniecki, etc.), and those connected to African American culture in the U.S.A. (from the ethno-anthropological research on blues music and the bluesmen of Alan Lomax, to the most direct and emblematic expressions of the identity and political claim: see the Autobiography of Malcolm X) or to the cultures of native Indians (Bruce Trigger among all). Without forgetting the crucial role played, in Great Britain, by sociologists / educators such as Raymond Williams, Richard Hoggarth, Stuart Hall, founders of "Cultural Studies" (both with regard to the notion of "culture" and with regard to the use of the autobiographical method , etc.). But Italy has also known very significant experiences of a real "social and political pedagogy", thanks to authors such as Nuto Revelli, Danilo Montaldi, Danilo Dolci, educators fully deployed on the front of the struggles for emancipation of the subordinate classes and proponents of experiences and methodologies which, precisely in their "experiences" and "life stories", have drawn crucial elements on the front of good practices and theoretical and political elaborations. Not to forget, again, the educational experience "on the field" of the masters, and Mario Lodi and Bruno Ciari have been precious examples, also on the basis of the French experiences of Jacques and Mona Ozouf.
Autobiographical practices and existential and professional turning points
Certainly the autobiographical method can have its crucial role in the professional-working environment, where it is a question of "re-reading" oneself and one's wealth of experience, knowledge, skills, in view of a redefinition of oneself in the field of professional "retraining". It is obvious that such processes always involve at least three aspects of personal identity: 1) the more intimate one connected to the "representation of oneself", imbued with affective, cognitive, imaginative values, which is played on the level of a dialectic between what I am and what I would like to be, in the light of what I have been 2) That of a social nature, related to my "being for others", and therefore also to how others see myself, which feeds on of my life, of a series of expectations (family, social, work, etc.) that my social environment of reference creates for me, and which in turn is received by me, always within a dialectic between adhesion / conflict 3) That of an eminently professional / working matrix which, especially in the current "liquid" condition, to use Bauman's words, marked by flexibility, precariousness, sudden dynamics of change, forces the person to a constant process of revision, re-adaptation and possible new developments of the acquired knowledge / skills, in view of a redefinition of one's professional role.
In this sense, it is essential to be able to enhance the entire complex of one's experiences and knowledge, not only those already partially formalized (through study and work), but also the "informal", potential, expressive, relational ones that can become a source or an experiential basin to be put to use in new configurations and professional / working "adventures". These three moments, personal, social, professional (which are always, intrinsically, also "political", relating to life in a polis), obviously always appear intertwined and full of affective / cognitive / relational implications and this means that, for for example, the abrupt interruption of a work experience always has consequences and effects that concern all three levels (personal, social, professional), on the ground of an even profound "crisis" of the "self-representation", of one's role family, sexual, social, etc. This also means that, if we want to be realistic, the whole discourse on autobiography as a method of professional re-orientation always arises from critical situations, of setback, of difficulty (almost the opposite ...), of loss. What is interrupted is the linearity of one's entire existential path, not just professional. Obviously, to see it in constructive terms, and in a perspective of self-training and life-long learning, it is good to try to seize in these critical phases of life also occasions and opportunities for emancipation, professional development, working on oneself and on one's own. background of knowledge / knowledge / skills within a re-constructive path (but also, firstly, sometimes de-constructive) that is accompanied by a constant "exercise of reflexivity". This reflexive attitude (see in particular this notion in Anthony Giddens), must, in a certain sense, become a "habitus" for us, a "mindset", and becomes crucial within a perspective of self-formation and continuous learning. All this discourse, however, must find a common thread, a foundation and horizon of meaning in what? In the narrative dimension, in that "narrative principle" which is, as Bruner wrote, exactly the structural device that allows the child to construct himself and his own horizon of reality at the same time. Our personal identity is, structurally, "narrative" (on this one could see Paul Ricoeur, as well as Bruner, but not only), because man is, constitutively, "an animal that tells stories", or a "symbolic animal (Cassirer), or hermeneutic, etc. And the original impulse that connects to this structural narrative tendency of the person is that linked to "giving meaning" "seeking meaning", finding motivations and vital reasons in what one is and what one is Here, then, that the discourse linked to the autobiographical method as a tool / modality of professional re-orientation, passes through the constant and essential reference to such being able to and knowing how to re-narrate, redefine narratively. Even the possession of a secure job, sometimes, if it is not accompanied by our adherence to it on the ground of "meaning", "motivation", etc., it can end up alienating us, perhaps pushing us to want to project ourselves onto very different spaces and work paths, which can satisfy usnot only on the economic side, but also on that of personal fulfillment. But, beyond this optimistic case, narration as an autobiographical method can be useful precisely when it is a question, instead, of having to constantly change the "story of oneself", prompted by even traumatic or unexpected changes. Autobiography, therefore, is self-orientation, it is an educational and formative practice for the person, which carries within itself a constant action of reconstruction of meanings, within a dialectic of reflexivity that calls into question a "narrating ego" and a " I narrated or of which it is narrated ", which places the horizon of everyday life in continuous interaction with the more intimate, ideal one, always within a socially shared space in which my personal memories are intertwined with collective memories, with social pictures of memories (Maurice Halbwachs). There is, in fact, a profound link between personal identity and memory, and the narrative principle is its essential link. But every process of re-enactment, re-reading, re-construction of oneself never happens, only, in one's own inner self, but is intrinsically socialized.
Exercises in autobiography
The practice of writing and autobiographical reflection has become, in the last 40 years, more and more central in the reflections of all social and human disciplines. There has been an immense application work that has allowed numerous variations of the autobiographical system within research practices and, perhaps even more significantly, clinical or service or training practices.
This extraordinary heuristic and applicative expansion has also been matched by a significant multiplication of scientific studies, including empirical ones, which have repeatedly shown a positive correlation of autobiographical practices with improvements in the conditions of those who have undertaken them. By way of example, among the thousands of studies available, we can recall here the analyzes carried out by Daniel Siegel (The relational mind. Neurobiology of interpersonal experience, Milan, Cortina, 2013), which show both the clinical benefits and the neurophysiological repercussions of the use of devices centered on autobiography.
Both our theoretical beliefs and these numerous findings lead us to believe that, at the beginning of the training path of a kindergarten or primary school teacher, to practice what is studied in the teaching work path, a didactic workshop centered on the practice of autobiographical writing.
A historical theoretical introduction on the models of autobiographical writing will be followed by short group works for a comparison between peers. Finally, one or more real autobiographical writing exercises, to which the teachers will provide feedback.

Lecture notes provided by teachers

o reflect on writing as a technology (origin, main characteristics) and its changes
To practice handwriting and typing to reflect about the educational implications that result from these experiences

Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo di istruzione
Roberto Maragliano, Luca Vitali, Videoscrivere in classe, in Scaffale Maragliano

The aim of the course is to provide the students with basic methodologies and knowledge in the field of Pedagogy and Didactics of Music. The course programme is divided in two parts: the first is devoted to the fundamentals of music theory (acoustics, notation, musical forms, etc.), to a survey of musical history connected with listening and analysis of exemplary works of both written art music and non-written traditions; to Raymond Murray Schafer's pedagogy of music; the second part is focused on the following topic: "Postmodern spirituality in contemporary music: Arvo Pärt".

The examination textbooks are the following: O KAROLYI, Grammatica della musica, Torino, Einaudi, 1967 and reprinted versions; A Survey of history of Western music, in Musica, Le Garzantine, Milano, Garzanti 1996 and updated editions, pp. 1009-1042; R. Murray Schafer, Educazione al suono, Milano, Ricordi, 1998; A. Pärt allo specchio, a cura di E. Restagno, Milano, il Saggiatore, 2004.

The workshop is based on a method of active guided listening. The workshop includes five meetings in which are planned concerts, films, practical activities, interviews with musicians, musicologists, personalities of the musical world guided by the teacher. For the dates of the meetings and any further information refer to the teacher’s pigeonhole, to Formonline or the Secretary of Scienze della Formazione Primaria

The specific bibliography about the topics of each lesson will be offered to the students by the teacher during the workshop.

Mathematics Institutions Program


What is math. Mathematical thinking and its meaning
Role of mathematics in the cognitive development of the child
The mathematical language
The number
Natural numbers and numbering systems
Number as an expression of quantity and order
The oriented line
Sets and operations between sets
Set of natural numbers and their algebra
Elementary arithmetic
Set of rational numbers
Set of real numbers
The base 10 positional system.
Numbering systems with a base other than 10
Geometric thought and its historical evolution
Euclidean geometry, a good approximation of reality
Pedagogical role of geometry in the child
Intuitive approach to plane geometry elementary concepts
Geometric quantities, concept of measurement
Geometric figures and their properties
Relation between geometry and algebra
Geometry of the straight line of the plane and of space
Applications of mathematics, models and predictions
Concept of theorem as a frame of reference for mathematical thinking.
The theorem of Pitagora
How to set up an arithmetic lesson in a practical way
How to set up a geometry lesson in a practical way
Experience of play and work in kindergarten
Algebra and geometry in primary school
Understanding mathematics from experience
Problem solving



Reference texts
Pensare in matematica, G. Israel, A. M. Gasca, Zanichelli 2012
Elementi di Matematica, A. Gimigliano, L. Peggion, Utet 2018

Pensare in matematica, G. Israel, A. M. Gasca, Zanichelli 2012
Elementi di Matematica, A. Gimigliano, L. Peggion, Utet 2018
 

1. Numerals and counting. Symbols: modern and ancient numbering systems
2. Integers numbers. Mental calculation and written algorithms.
3. Elementary arithmetic.
4. Ratios and proportions. The mathematical basis of measurement.
5. Elementary Euclidean geometry, geometric constructions and the Cartesian plane.
6. Isometries, symmetries and geometric transformations in the plane.
7. The number system in mathematics: rational numbers.
8. Proportionality and introduction to the concept of function.
9. Introduction to real numbers and the concept of continuum.
10. Didactic nodes of children's initiation into mathematics.

- GIORGIO ISRAEL, ANA MILLÁN GASCA, Pensare in matematica, Bologna, Zanichelli, 2012.

- ANA MILLÁN GASCA, All’inizio fu lo scriba. Piccola storia della matematica come strumento di conoscenza, Milano, Mimesis, 2009 (3° ristampa).

- GIULIO CAIATI, ANGELICA CASTELLANO, In equilibrio su una linea di numeri, Milano, Mimesis, 2007.

The course will initially analyze the periodization of late modern history.
During the first semestral class the aim is to thoroughly examine key historical breaking points from the so called ‘double revolution’ (french revolution - industrial revolution). Then, the class will study the european restoration, the liberal revolutions, the rise of newly born nations, social and welfare issues and finally the development and crisis of imperialism.
The second class will examine world war one and the consequences of peace, the rise of totalitarian movements, the Great Depression, world war two, the cold war, the consumer society, the bipolar world and its end.

1) For those who cannot attend the course, face to face or remotely:

For those who need to achieve 7 or 8 credits:
Fulvio Cammarano, Maria Serena Piretti, Giulia Guazzaloca, STORIA CONTEMPORANEA. Dal XIX al XXI secolo, Mondadori Education, 2015
Pietro Pastorelli, Tra Accademia e diplomazia. Trenta pagine di storia delle relazioni internazionali, a cura di Luca Tedesco, Mondadori-Le Monnier, 2022
The audio videos of the lessons that will be uploaded during the course

For those who need to achieve 5 or 6 credits:
Luca Tedesco, La proposta antiprotezionista. I liberisti in Italia dalla crisi di fine Ottocento al fascismo, Mondadori-Le Monnier, 2021
The audio videos of the lessons that will be uploaded during the course

For those who need to achieve 3 or 4 credits:
Luca Tedesco, La proposta antiprotezionista. I liberisti in Italia dalla crisi di fine Ottocento al fascismo, Mondadori-Le Monnier, 2021

For those who need to achieve 1 or 2 credits:
L. Tedesco, La crisi fin de siècle. I liberisti italiani e il modello britannico, Mondadori-Le Monnier, 2019

2) For those who will be able to participate in the course, face to face or remotely:
Pietro Pastorelli, Tra Accademia e diplomazia. Trenta pagine di storia delle relazioni internazionali, a cura di Luca Tedesco, Mondadori-Le Monnier, 2022
The audio videos of the lessons that will be uploaded during the course
Drafting and presentation, during the course, of reviews of one of the texts proposed by the professor at the beginning of the course

The main purpose of this course is to develop, to strengthen or improve students’ pedagogic consciousness about the presence and use of technologies at school and into society.

- Gino Roncaglia, L'età della frammentazione. Cultura del libro e scuola digitale, Laterza, Bari, 2020 (NON l'edizione precedente)
- Paolo Costa, Diluvio digitale. Storia e destini della lettura, EGEA, Milano, 2020
- David Buckingham, Un manifesto per la media education, Mondadori Università, Milano, 2020

The lessons will be mainly dedicated to the identification of strategies and methods to educate children to read and to stimulate the necessary motivational processes in them. Reading aloud, animated reading, the construction of the reading environment, the physical relationship with the book-object, reading images, the places where reading is promoted (crèche, school, library, playroom, home, etc.), the creative relationship between narration, reading and writing: these are just some of the major themes that cross and determine the complex relationship of children with literary and iconic texts and that need to be tackled with care and pedagogical professionalism in order to combat the serious problem of young people moving away from reading practices and the use of literary texts.
Alongside these theoretical aspects, Professor Cantatore's lectures will be characterised by:
1. appropriate historical focus to identify the most important steps in the progressive formation of a literary tradition specifically dedicated to early childhood;
2. practical demonstrations of how a book can be read to/with children (in this case the active participation of the students is envisaged).
During the course, film adaptations of literary texts for children will be screened and writers, illustrators, critics, publishers, booksellers, educators and teachers specialised in children's literature will be invited to give lectures.

Testi critici:
• Susanna Barsotti, Lorenzo Cantatore (a cura di), Letteratura per l’infanzia: forme, temi e simboli del contemporaneo, Editore Carocci, Roma 2019
• Maurice Sendak, Caldecott & Co., Edizioni Junior, Parma 2021
Giuseppe Lombardo Radice, Come si uccidono le anime, edizioni ETS, Pisa 2020

Albi illustrati:
• Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri
• Maurice Sendak, Nel paese dei mostri selvaggi, Adelphi
• Roberto Innocenti, Rosa Bianca, La Margherita

Romanzi (da leggere in edizione integrale):
• Charles Dickens, Le avventure di Oliver Twist (edizione consigliata Rizzoli)
• Johanna Spyri, Heidi (edizione consigliata Giunti)
• Edmondo De Amicis, Cuore (edizione consigliata Feltrinelli)
• Mark Twain, Le avventure di Huckleberry Finn (edizione consigliata Rizzoli)
• L. Frank Baum, Il meraviglioso mago di Oz (edizione consigliata Feltrinelli)
• P. Lyndon Travers, Mary Poppins (edizione consigliata Rizzoli)
• Michael Ende, La storia infinita (edizione consigliata Salani)
• Roald Dahl, Il G.G.G. (edizione consigliata Salani)


Letture di albi illustrati e romanzi verranno indicate al principio del corso.

The initial purpose of the course is to give the historical, theoretical, conceptual and methodological fundamental issues in literature for children. The course aims to analyze the concept of "children's literature" examining in depth its historical evolution and focusing on what are its features both classic and contemporary. The lectures will aim to clarify the many stereotypes on this literature, generally seen as "simple" whereas it is a complex discipline; the children's literature will also be analyzed for its ability to give back traces of childhood. During the course will be analyzed and discussed critically certain genres of literature and different kind of texts for children, in particular we will focus on the fairy tale and picture book as a peculiar textual form capable to facilitate a aesthetic education and visual literacy and to deal with so-called “difficult” themes.

Examination books:
• Susanna Barsotti, Lorenzo Cantatore (a cura di), "Letteratura per l’infanzia: forme, temi e simboli del contemporaneo", Carocci
• Un libro a scelta tra (coloro che sosterranno l'esame agli appelli di gennaio e febbraio avranno a disposizione il solo testo di Giorgia Grilli, coloro che sosterranno l'esame da maggio 2023 in poi, potranno scegliere tra i due testi):
- Grilli G., "Di cosa parlano i libri per bambini. La letteratura per l'infanzia come critica radicale", Donzelli, Roma, 2021.
- Acone L., Barsotti S., Grandi W., "Da genti e paesi lontani. La fiaba nel tempo tra canone, metamorfosi e risonanze", Marcianum Press - Edizioni Studium, Venezia, 2023 (in corso di stampa).
• Ortu E. (a cura di), "Oltre lo specchio delle bugie. Domande e riflessioni sull'identizzazione di genere nelle narrazioni per l'infanzia", Edizioni Junior-Bambini, Reggio Emilia, 2022.

They are also part of the course and of the examination a number of readings of your choice (a classic, a contemporary novel, two picture books). The reading list will be announced and published on Formonline within the first two weeks of the start of the course.

The laboratory will offer to participants the necessary tools to design inclusive interdisciplinary activities starting from musical experiences.

During the workshop, after an introduction about the theoretical and neuroscientific aspects that substantiate the inclusive value of music, students will be involved in musical games and in their development within an inclusive teaching organization (conducted in close synergy with all the teachers in the class).

Structured materials will be provided for planning.

-Rizzo A., Lietti M. T. (2013). Musica e DSA. La didattica inclusiva dalla scuola dell'infanzia al conservatorio. Milano: Rugginenti.

The laboratory will offer to participants the necessary tools to design inclusive interdisciplinary activities starting from musical experiences.

During the workshop, after an introduction about the theoretical and neuroscientific aspects that substantiate the inclusive value of music, students will be involved in musical games and in their development within an inclusive teaching organization (conducted in close synergy with all the teachers in the class).

Structured materials will be provided for planning.

- Rizzo A. L. (2021). Giochi musicali e disturbi dell'apprendimento. Roma: Carocci.

The course introduces to the theoretical approaches and the main concepts of developmental and educational psychology. The first part aims to provide the student with the presentation of the discipline and of its methods of study, the nature of childhood, the biological and environmental factors in the development. The second part presents the different aspects of child development: social and relational, cognitive, linguistic and communicative, and emotional. The third part deals with instruction and education by referring to different theoretical perspectives. Finally, the course approaches some basic learning, such as representing, reading, writing and conceptualizing.

• Schaffer H. R., Psicologia dello sviluppo. Un’introduzione, Cortina.
• Aureli T., Bascelli E., Camodeca M, Di Sano S., Il bambino in classe, Carocci, 2008.
• Cacciamani S., Psicologia per l’insegnamento, Le Bussole, Carocci, 2002.
• Handouts

More informations on Formonline

The course intends to provide students with the theoretical framework and the conceptual and operational instrumentation to observe and understand the main phenomena that mark the field of educational processes from a sociological point of view.
The course is divided into two parts. The first part is dedicated to illustrating the conditions that make the socialization process necessary and possible, the ways in which this process unfolds in the life course of individuals and the function that the agencies that formally or informally deal with it play in it: family, school, peer group, media. The second part focuses on the presentation of the methodologies and main techniques used in social field research, with particular reference to what is conducted in educational contexts. With the intention of providing an example of how an empirical research is conducted, some lessons will then be dedicated to the description of the methodological framework and the results of a survey conducted on a group of primary school students.

- Ribolzi L., Crescere nella società. Manuale di sociologia dell'educazione, Mondadori, 2020 (parte manualistica per intero, parte antologica per i seguenti autori: Eco, Smelser, Scarcelli, Durkheim, Parsons, Bourdieu, Maccarini)
- Besozzi e Colombo, Metodologia della ricerca sociale nei contesti socioeducativi, Guerini, 2014

The educational system and the contribution of sociologists.
Identity paths.
The actors and the agencies in the formative processes: the family and the socialization: the generational meeting; the transmission of culture: school and teachers; informal socialization: the peer group and the mass media.
Part of the program is dedicated to early childhood and to applications to educational settings for children

Manual and text compulsory
Luisa Ribolzi, Società, persona e processi formativi. Manuale di sociologia dell'educazione, Mondadori, Milano.
Maurizio Ghisleni, Roberto Moscati, Che cos'è la socializzazione, Carocci editore, Roma.

The third compulsory text can be chosen among following books:
C. Caneva, S. Thuruthyil, M. Sinsin, Filosofie in dialogo. Lexikon universale India Africa Europa, Prefazione di Cecilia Costa, Mimesis, Milano (Introduction, Preface, 6 voices chosen)
A. Caneva, C. Caneva, C. Costa, F. Orlando, L'immaginario contemporaneo. La grande pro-vocazione delle serie Tv, Mimesis, Milano
Satta C., Bambini e adulti: la nuova sociologia dell'infanzia, Carocci, Roma.

For instruction regarding the course, and much else, please refer to my personal website:
http://host.uniroma3.it/docenti/svolacchia

THIS COURSE AIMS AT:
- Debunking some of the most pervasive myths and prejudices regarding language and languages and making way to the results of contemporary research in the sciences of language.
- Providing students with sound information regarding how foreign languages are best learned and taught.
- Enhancing students’ metalinguistic capabilities to improve their command of written language and their ability to improve their pupils’ command of written language, both native and L2 speakers.
- Providing students with the linguistic knowledge implied in the processes of both teaching literacy and preparing pre-school children to literacy.
- Presenting the results of contemporary research in syntax – aiming at replacing traditional grammar, both scientifically and educationally obsolete – which will provide the basis of their grammatical teaching at school.

For instruction regarding the texts to prepare for the final examination, please refer to my personal website:

http://host.uniroma3.it/docenti/svolacchia

For instruction regarding the contents of the seminar, and much else, please refer to my personal website:
http://host.uniroma3.it/docenti/svolacchia

THIS SEMINAR AIMS AT:
1. Informing students on the linguistic condition of the European Union, its linguistic policies and the linguistic training opportunities offered by EU.
2. Introducing students into the orthographic systems of the most representative languages of the Union.
3. Introducing students into the world of sign languages and deaf culture, and the educational options that face deaf children at school, which have crucial consequences on their life.

For instruction regarding the reading materials for the seminar, please refer to my personal website:

http://host.uniroma3.it/docenti/svolacchia

For instruction regarding the contents of the seminar, and much else, please refer to my personal website:
http://host.uniroma3.it/docenti/svolacchia

THIS SEMINAR AIMS AT:
1. Informing students on the linguistic condition of the European Union, its linguistic policies and the linguistic training opportunities offered by EU.
2. Introducing students into the orthographic systems of the most representative languages of the Union.
3. Introducing students into the world of sign languages and deaf culture, and the educational options that face deaf children at school, which have crucial consequences on their life.

For instruction regarding the reading materials for the seminar, please refer to my personal website:

http://host.uniroma3.it/docenti/svolacchia

For instruction regarding the contents of the seminar, and much else, please refer to my personal website:
http://host.uniroma3.it/docenti/svolacchia

THIS SEMINAR AIMS AT:
1. Informing students on the linguistic condition of the European Union, its linguistic policies and the linguistic training opportunities offered by EU.
2. Introducing students into the orthographic systems of the most representative languages of the Union.
3. Introducing students into the world of sign languages and deaf culture, and the educational options that face deaf children at school, which have crucial consequences on their life.

For instruction regarding the reading materials for the seminar, please refer to my personal website:

http://host.uniroma3.it/docenti/svolacchia

Reflections and evaluations of the professionalism of the teacher in kindergarten and primary school.

The sito Formonline- Training 2° year.

The scientific method. Evolution, theories, and hypotheses. History of life on earth. The transition from single-celled to multi-cellular organisms. Fossils. Dating methods. Organisms. The classification of organisms. Systematics and Taxonomy. Scientific nomenclature. Characteristics of algae and fungi. Plants (Bryophyte, Pteridophyte, Spermatophyte). Invertebrate animals. Vertebrate animals. The cell. Microorganisms. The human body. Skeletal system. Muscular system. Digestive system. Circulatory system. Respiratory system. Excretory system. Nervous system. Immune system. Sensory organs. Reproduction. Mendel's laws. Proposals for teaching Biology in the field and in-class settings.

Fondamenti di Biologia, Hillis David M.; Sadava David; Heller Craig H.; Price Mary V.. Editore Zanichelli

Office Hours: every day of the week by appointment by email: valentina.savo@uniroma3.it

Reflection on the role of school and education in a multicultural society based on a critical knowledge of the evolution of intercultural pedagogy with particular regard to the European context
Complementarity of intercultural and anti-racist education
Discrimination and effects on people and minors
The "foreign" family and the migration project
CAse studies and related discussion
Presentation of educational projects in Italy and in the world
Reception at school and in society Specific competence in welcoming children into kindergarten and guiding their educational path up to primary school, promoting and developing autonomy and awareness of one's own multi-cultural belonging
The role of the cultural mediator
Tools for intercultural reflection for professionals and students

Milani M. (2017) A scuola di competenze interculturali . Metodi e pratiche pedagogiche per l'inclusione scolastica Franco Angeli
- Ministero Istruzione (2022) Osservatorio nazionale integrazioni alunni stranieri Orientamenti interculturali
- Cuconato M. (2017) Pedagogia e letteratura della migrazione Carocci
- Allievi S (2018) 5 cose che tutti dovremmo sapere sull'immigrazione, Laterza
- Schuetz (2013) Lo straniero. un saggio di psicologia sociale
- Aluffi Pentini A. da definire
Fondazione Caritas Migrantes (2022) Dossier Statistico Immigrazione , https://www.caritas.it/wp-content/uploads/sites/2/2022/10/sintesi_XXXI_rapp_immigrazione.pdf capitoli sulla scuola e sull'infanzia

A novel on migration topics of your choice from a list that will be published later
An illustrated text in Italian or in another language for children between 3 and 10 years in a list that will be published later
A film on the themes of migration chosen from a list that will be published later
Erasmus students and students with a mother tongue other than Italian will be able to agree on some texts in another language

The course will focus on Educational Assessment and more specifically on the following key topics:

1) development lines, theoretical framework and methods of empirical and educational research in education;

2) design of empirical research in education: problem, hypothesis, experiment, observation, conclusion (hands-on practical assignments).

Gaetano Domenici, Pietro Lucisano, Valeria Biasci (a cura di, 2021), Ricerca sperimentale e processi valutativi in educazione, Mc Graw-Hill. Totale pagine: 370
L. Greenstein, "La valutazione formativa", Utet, Milano, 2016. Totale pagine: 175.
E. Nigris, G. Agrusti, "Valutare per apprendere. La nuova valutazione descrittiva nella scuola primaria", Pearson, 2021. Torale pagine: 140.

Saggi, capitoli di libri, articoli (materiale fornito dal docente)
J. Dewey, 1939, Unity of science as social problem, trad. it. in P. Lucisano, L’unità della scienza come problema sociale, “Cadmo”, n. 22, pp. 30-35 (tot. pagine: 6)
Batini F., Bartolucci M., "Sviluppo emotivo e narrazione, dall’empowerment cognitivo alla maturazione dei processi di riconoscimento delle emozioni", in "Le emozioni nei contesti individuali e sociali", Morlacchi ed., 2019, Totale pagine: 11.
Corsini, C. (2020). Valutazione: controllo o sviluppo?. LEND. LINGUA E NUOVA DIDATTICA, 1(Numero monografico), 20-26.
I.D.M. Scierri, "Stereotipi di genere nei sussidiari di lettura per la scuola primaria", in "AboutGender - International Journal of Gender Studies", Vol. 6 N° 12 anno 2017, pp. 15-44. Totale pagine: 30.
C. Tomasetto, "Matematica per i maschi, italiano per le femmine: Stereotipi di genere e atteggiamenti verso le materie scolastiche tra genitori e figli", InMind Italia, VI, pp. 19-24. Totale pagine: 6
C. Corsini (2022). Liberare la valutazione dalla tirannia del voto. LA RICERCA, vol. 22, p. 70-73, https://laricerca.loescher.it/liberare-la-valutazione-dalla-tirannia-del-voto/

INTEGRAZIONI:
ESAME DA 5 o 6 CFU (solo prova orale):
Concordare testi tra:
Gaetano Domenici, Pietro Lucisano, Valeria Biasci (a cura di, 2021), Ricerca sperimentale e processi valutativi in educazione, Mc Graw-Hill. Totale pagine: 370
L. Greenstein, "La valutazione formativa", Utet, Milano, 2016. Totale pagine: 175.
E. Nigris, G. Agrusti, "Valutare per apprendere. La nuova valutazione descrittiva nella scuola primaria", Pearson, 2021. Torale pagine: 140.
Verranno affrontati solo gli argomenti relativi ai testi concordati.
C. Corsini (2022). Liberare la valutazione dalla tirannia del voto. LA RICERCA, vol. 22, p. 70-73, https://laricerca.loescher.it/liberare-la-valutazione-dalla-tirannia-del-voto/

ESAME DA 2 o 3 CFU (solo prova orale):
Concordare testi tra:
Gaetano Domenici, Pietro Lucisano, Valeria Biasci (a cura di, 2021), Ricerca sperimentale e processi valutativi in educazione, Mc Graw-Hill. Totale pagine: 370
L. Greenstein, "La valutazione formativa", Utet, Milano, 2016. Totale pagine: 175.
E. Nigris, G. Agrusti, "Valutare per apprendere. La nuova valutazione descrittiva nella scuola primaria", Pearson, 2021. Torale pagine: 140.
C. Corsini (2022). Liberare la valutazione dalla tirannia del voto. LA RICERCA, vol. 22, p. 70-73, https://laricerca.loescher.it/liberare-la-valutazione-dalla-tirannia-del-voto/
Verranno affrontati solo gli argomenti relativi ai testi concordati.

The laboratory will offer to participants the necessary tools to design inclusive interdisciplinary activities starting from musical experiences.

During the workshop, after an introduction about the theoretical and neuroscientific aspects that substantiate the inclusive value of music, students will be involved in musical games and in their development within an inclusive teaching organization (conducted in close synergy with all the teachers in the class).

Structured materials will be provided for planning.

-Rizzo A., Lietti M. T. (2013). Musica e DSA. La didattica inclusiva dalla scuola dell'infanzia al conservatorio. Milano: Rugginenti.

The laboratory will offer to participants the necessary tools to design inclusive interdisciplinary activities starting from musical experiences.

During the workshop, after an introduction about the theoretical and neuroscientific aspects that substantiate the inclusive value of music, students will be involved in musical games and in their development within an inclusive teaching organization (conducted in close synergy with all the teachers in the class).

Structured materials will be provided for planning.

- Rizzo A. L. (2021). Giochi musicali e disturbi dell'apprendimento. Roma: Carocci.

The course of Physics and Didactics of Physics, in addition to enriching the disciplinary knowledge, is designed to stimulate the passion for scientific adventure, constantly using the scientific method and the laboratory approach, both providing the basics and analyzing some fundamental stages of the history of physics; in order to let future teachers develop their mastery in carrying out simple experiments, both in the classroom and outdoors, with the aim of intriguing, inducing observation and conveying contents to small future students.
Contents integrate the use of different teaching methods, also through the use of computer systems, offering course students fun activities, stories and / or fairy tales dedicated to children.

Course contents:
Introduction to physics and physics education for primary education. The historical-epistemological roots of physics, the role of theories, models and laws. The principles of physics and the nature of physical quantities. Units of measurement, directly and inversely proportional quantities, scalar and vector quantities, operations with vectors.
The aspects of the natural world studied by the different branches of physics. Some examples of physical phenomena within the reach of infantile observation: position and motion of celestial bodies, gravity, lever, pendulum, uniform rectilinear motion, elasticity, attrition, light propagation, buoyancy, colours.
Elements of physics. Topics chosen in the field of mechanics, fluid dynamics, thermodynamics, wave phenomena, light, optics will be discussed, aimed at understanding the way in which scientific knowledge can be elementary and proposed to children . For example: harmonic motion, the balance of bodies, temperature, the transfer of heat.

M. Leone: Insegnare e apprendere fisica. Nella scuola dell'infanzia e primaria - Mondadori Università, ISBN: 9788861846944
U.Amaldi: Le traiettorie della fisica.azzurro, seconda ediz, Meccanica, Termodinamica e Onde. Zanichelli. ISBN: 9788808665119
Slides and documents provided at lectures, which will be made available on-line in pdf.

Structure of a laboratory didactic activity
Laboratories with poor materials
Laboratory on the force of gravity
Laboratory: the earth in space
Workshop on water and light
The retrieval of resources

Lecture notes and slides, inserted on the moodle pages of the course

The workshop is oriented towards integrating theories and operational skills through the analysis, planning and simulation of didactic activities based on reading education.

Instructions will be given during the course of the workshop.

The aim of the course is to learn how to teach mathematics in primary school and preschool. Three main lines are considered. First, a discussion the history of elementary mathematics education in Europe, from the Middle Ages to the 20th century, and its tracks in modern children math education. Second, the application of a vision of elementary mathematics from a higher standpoint to mathematical activities with children; the historical evolution of mathematics is addressed in this part of the course. Third, an analysis of the mathematical path of children before and during school, considering naïf mathematical conceptions as linked to the acquisition of language and body development and the endeavor of the teachers at school.
The course is annual (two semesters, and follows the course in the 1st year, Istituzioni di matematica).

ANA MILLÁN GASCA 2016 Numeri e forme. I bambini e la matematica. Zanichelli, Bologna.
ANNA MAZZITELLI, ANA MILLÁN GASCA 2021 L'ABC della matematica, Carocci, Roma.
ANA MILLÁN GASCA 2009 All’inizio fu lo scriba. Piccola storia della matematica come strumento di conoscenza, mimesis, Milano.

History of mathematics in preschool and primary school: contents and learning path, exercises with children.

Lizasoain Iriso, M.I., Magrone, P., Millan Gasca, A., Arlotti, F., Scaramuzzo, G., Subania, F., et al. (2022). Growing with mathematics. Experiential math workshops for preschool and primary school teachers. A teaching guide for professional development and instruction. Pamplona : Universidad Pública de Navarra. (History of mathematics and its teaching workshop)
https://www2.unavarra.es/gesadj/anfomam/todaslassesionesT5_ENG.pdf

GIUSTI Enrico 2019 Awa teaches numbers, Adverbage.
VALE Pamela, GRAVEN Mellony et al 2019 Mama Khanyi and the Pots. A mathematical story and activity book, Grahamstown, Rhodes University (illustrazioni di Carment Ford); https://associazionetokalon.com/i-vasi-di-mamma-khanyi/)
PETTI Raffaella 2008 Uri il piccolo sumero (illustrazioni di Simone Frasca), Firenze, Il Giardino di Archimede; si veda anche Schmandt-Besserat, Danielle 1999, The history of counting, Morrow Junior Books, New York.
FANDEL Jennifer 2006 The metryic system, Creative Education
CERASOLI Anna 2013, La geometria del faraone, San Dorligo della Valle Emme Edizioni,; nuova edizione 2019; see also CANTATORE Paola 2016, L'avventura dei geroglifici, Torino, Franco Cosimo Panini Editore/Museo Egizio.

This course is designed to provide students with an overview of developmental psychopathology aimed at understanding typical and atypical behaviors during childhood and adolescence. Expected learning outcomes include the ability to identify the individual (biological and psychological) and contextual factors potentially associated with adaptive or maladaptive development. A part of the program is dedicated to early childhood and to childhood educational settings.
The course will begin with a general overview of the basic principles of developmental psychopathology with some mention of the various forms of assessment and treatment during childhood and adolescence. This will be followed by lectures aimed at acquiring basics on the following clinical cases and epidemiological and etiological data from the most recent scientific research:
1. Trauma and Stress-Related Disorders
2. Autism Spectrum Disorders
3. Attention Deficit Hyperactivity Disorder
4. Anxiety Disorders
5. Mood disorders
6. Intellectual Disability
7. Gender incongruence of childhood (not in the book )

Fabio Celi, Daniela Fontana (2022). Psicopatologia dello Sviluppo. Storie di bambini e psicoterapia. Edizioni McGraw Hill
Slides presented in class.
Extra materials uploaded to the formonline platform during the year.

I Semester
Observation tools.

II Semester.
direct observation plan in kindergarten and primary school.

The site Formonline-Training- 3 year

The course will be taught using student-centered learning techniques, using various teaching approaches in order to stimulate students with different learning styles. Specifically, these strategies will be applied in the teaching of the topics reported below, integrating both creativity and a sound knowledge of the subject.
Introductory Lesson. Development of Ecology. Evolution. Evolution mechanisms and Speciation. Ecosystems and Biomes. Climatic changes. Relationships among living beings and Ecological pyramids. Biogeochemical cycles. Biological communities. Biodiversity. Biodiversity conservation. Ecological niches. Relationships between organisms and the physical environment. Stressors for organisms. Landscape ecology. Urban ecology. Human ecology. Ecosystem services. Strategies for teaching Ecology.

Thomas M. Smith & Robert Leo Smith, Elementi di Ecologia, Pearson Editor.
Didactic notes provided by the instructor.

Office Hours: before or after class by appointment by email: valentina.savo@uniroma3.it

The course program is divided into six thematic areas:
1. Personality, Temperament, Social and Emotional Development, Prosocial and Aggressive behavior.
2. Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes.
3. Educational Psychology, Culture and diversity, Learning contexts producing well-being.
4. Differences and needs in learning, Social-Cognitive Theory, Learning and Motivation.
5. School adjustment from a developmental perspective, Promoting social inclusion in educational settings: Challenges and opportunities.
6. Educating for prosociality: theorethical and methodological aspects.

1. Schaffer, H.R. (2005). Psicologia dello sviluppo (Developmental Psychology). Milano, Raffaello Cortina. Chapter 4. Creare le relazioni (Create relationships) (pp. 91-135). Capitolo 5. Lo sviluppo emotivo (Emotional development) (pp. 137-177).
2. AA.VV. (2021). Psicologia dello sviluppo per l’inclusione (Developmental Psychology for Inclusion). Milano - Torino: Pearson Italia.
3. Dweck, C. (2000). Teorie del Sé. Trento: Centro Studi Erickson. Capitolo 10: Credere nei tratti sociali fissi: effetti sulla competenza sociale (pp.101-112). Capitolo 11: Giudicare ed etichettare gli altri: un altro effetto delle teorie implicite (pp. 113-123). Capitolo 13: Possedere e formarsi degli stereotipi (pp. 135-142). (pdf su Formorline).
4. Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità (Educating to prosociality). Teoria e buone prassi. Milano - Torino: Pearson Italia.
5. Vecchio (2021). L’adattamento scolastico da una prospettiva evolutiva (School adjustment from a developmental perspective). (pdf su Formorline).
6. Juvonen, J., Lessard, L. M., Rastogi, R., Schacter, H. L., & Smith, D. S. (2019). Promoting social inclusion in educational settings: Challenges and opportunities. Educational Psychologist, 54(4), 250-270. (pdf su Formorline).


Per le studentesse e gli studenti iscritti alla LM in Didattica dell’Italiano come Lingua Seconda (DIL2), il programma è il seguente:

1. Woolfolk, A. (2020). Psicologia dell'educazione. Teoria, metodi, strumenti 14/Ed. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.
2. Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.
3. Vecchio (2021). L’adattamento sociale e scolastico da una prospettiva evolutiva. (pdf su Formorline).

Hands-on practical assignments aimed to develop the useful skills in order to design of empirical research in education, linked to the following phases: problem, hypothesis, experiment, observation, and conclusion of the research.

Database and sources provided by the teacher.

The lab course entails the preparation and elaboration of educational projects and experiences on topics related to biodiversity and the education process aimed at its preservation. Specifically, the didactic activities are aimed at understanding biodiversity and the ecological relationships at the species and ecosystem levels, sustainability concepts and nature conservation.

NO TEXTBOOK

Office Hours: before or after class by appointment by email: valentina.savo@uniroma3.it

Basic knowledge of physical Geography. The Earth's crust and endogenous forces. The atmosphere and the climate. Hydrosphere (seas and oceans, rivers, lakes, glaciers), biosphere, the main modeling processes of the terrestrial relief, the landscape as an expression of human action: general characteristics, methods of reading and interpretation.
Basic knowledge of human Geography. The population: concepts of ecumene, population density and distribution. Mobility and migratory dynamics: causes and types. Integration and social inclusion. Human settlement: from the countryside to the city. Economic spaces and productive sectors: agriculture, industry and the tertiary sector. Methods of identification, distinction and production characterization
Basic knowledge of the problems of the contemporary world and regional situations. Spaces of power and conflicts. Geography of languages and religions in the World: methods of recognition and distinction. The globalization.
Statistical and documentary sources for Geography: from statistical data to the interpretation of the natural and anthropic phenomenon. The main tools for graphical representation of statistical data.
The space-time coordinates. Representations and measurements: orientation, shape of the Earth and geographic coordinates. Relative and absolute positioning. The geographical map: approximation and reduction, symbolism. Thematic maps and atlases. The language of geo-graphics.
Concept of Region and territorial system: Region as a space organized and modified by human activities, identification of the processes of human transformation of natural spaces, space transformations and environmental impacts.
The teaching of Geography in the Indicazioni Nazionali of 2012 and 2017: reference legislation. Goals for the development of skills and learning objectives at the end of primary school. The Thematic cores in the I Cycle School. The fields of experience in childhood: from knowledge of the body and movements, to sensory experience for geographic learning and knowledge of the World. The curriculo of Geography: assumptions, practices and examples of a vertical curriculo. Use of sources and organization of geographic information, conceptual tools and written and oral production of geographic content.
Didactics of Geography: geographic knowledge in teaching and research. The principles and values of geographic education. Educating for active citizenship, educating to the environment: Territorial and landscape education, territorial education.
The textbooks of Geography: selection criteria and specificity (general characteristics, language, iconographic apparatus), examples of past and current texts.
Didactic strategies and methodologies: from the frontal lesson to the flipped classroom. The importance of direct observation in geographic learning. Indirect observation: iconic, literary - linguistic and playful tools.
Laboratory teaching: the importance of a laboratory for teaching Geography, structuring and functioning of a Geography laboratory, materials and tools for laboratory teaching.

Basic texts
1. G. De Vecchis - E. Boria, Manuale di Geografia. Carocci, 2022 (chapters from 1 to 11)
2. G. De Vecchis – D. Pasquinelli d’Allegra – C. Pesaresi, Didattica della Geografia. UTET, 2020
3. D. Pasquinelli d’Allegra, La geografia dell’Italia. Carocci Faber, 2022.
4. C. Giorda, L'immagine del mondo nella geografia dei bambini. Franco Angeli Open Access, 2021 (Part Three)
5. Study material available on the Formonline platform

Uno to be chosen from the following texts:
a) D. Pasquinelli d’Allegra, Una geografia…da favola. Carocci Faber, 2010.
b) G. De Vecchis – R. Morri, Disegnare il mondo. Carocci Faber, 2010.
c) De Vecchis – Pesaresi, Dal Banco al satellite. Carocci Faber, 2011

N.B.
For those who have to take 2 ECTS, the program relates to text 1 and 5
For those who have to take 3 ECTS, the program relates to texts 1, 3 and 5
For those who have to take 4 ECTS, the program relates to texts 1, 3, 5 and one chosen from texts a), b) and c)

Educational workshop and exemplification of experiences. Developing geographic skills through teaching practice: mental maps, construction of a UdA aimed at developing geographic skills for primary school, emotional approach and geographic research, organization of an excursion, construct the cartographic language, read the landscape with photography, build a somatopy to represent the territory, action research between geography and literature.

1. E. Lavagna - G. Locarno - P.M. Rigobello, Geografia per insegnare. Idee e strumenti per la didattica. Zanichelli, 2018

The course will cover the following topics:
-The processing of information through the perceptual system: sensation and perception
-The relationship between visual and auditory perception: images and music
-Art, perception and visual communication
-The perceptual reading of the work: structural characteristics (line, form, colour)
-The psychological approach: Art Psychoanalysis, Gestalt Psychology, Experimental Aesthetics and Neuroaesthetics.
-Aesthetic experience and emotion with reference also to museum fruition.
-The construction and analysis of framing
-The construction of meaning and the question of point of view: denotation and connotation; rhetoric of images; text/image relationship
-Image/reality relationship; the ambiguity of the image; documenting reality
-Analysis of film language and its historical evolution
-Short forms of communication and audiovisual storytelling: from commercials to social media

Mastandrea, S. (2017), “Psicologia della percezione”, Carocci, Roma.

Mastandrea, S. (2015/21), “Psicologia dell’arte”, Carocci, Roma.

Telloli, M. T. (2018), “Visivo audiovisivo multimediale”, Dino Audino, Roma.

The course will cover the following macro-topics:
- Analysis of the photographic image
- The main photographic genres
- The construction of meaning and the question of point of view: denotation and connotation; rhetoric of images; text/image relationship
- Relationship between image and reality; the ambiguity of the image; documenting the real.
-Construction and analysis of the frame
-Analysis of cinematographic language and its historical evolution
- Short forms of communication and audiovisual storytelling: from commercials to social media

Telloli, Visivo, audiovisivo, multimediale, Dino Audino, 2018.

The lab. will explore some of the main topics covered in the Drawing, Art, Media Education course.

Telloli, Visivo, audiovisivo, multimediale, Dino Audino editore, 2018.

Introduction to school law - History of school law - The right to education at International and European level - The right to education according to the Italian legal order - The school system in the Constitution - The school organization - The education of disabled people - The school staff - The legal status of teachers - School managers - Teacher responsibilities (civil, criminal, administrative liability) - School inclusion - The so-called reform of the good school - Education, new technologies and personal data protection

1) M. Falanga, Diritto Scolastico. Analisi e profili, Scholé, Brescia, 2020;
in addition
2) C. Colapietro – F. Girelli, Persone con disabilità e Costituzione, Editoriale Scientifica, 2020, pages 139-197;
in addition
3) Lecture notes prepared by the professor.

The course is divided into five parts

The first part outlines the evolution of Special Pedagogy from its beginnings to current affairs, problematizing the issue it sees evolving today towards its conceptualization as Inclusive Pedagogy. In this sense, a series of questions are critically analyzed which will be read both in synchronic and diachronic terms.

The second part concerns an analysis of inclusion, in particular through the critical perspective of Disability Studies regarding current school and social policies as well as the social representations of disability (such as cultural construction) and "diversity".

The third part concerns an expansion of the point of view on inclusive processes by means of an analysis of the issue of the independent life of people with intellective impairment

The fourth part concerns Institutional Analysis and narrative Socioanalysis as perspectives of investigation transversal to the previous lines, which offer themselves as "tools" for analyzing the political, cultural and scientific issues of the topics addressed.


The fifth and last part focuses the attention on literary narratives, taking as its backdrop the figure of Raymond Carver as a narrator of otherness.

The great adventure of the italian democratic school is also examined – through the figure of Mario Lodi and the story he invented of the sparrow Cipì – as a practice that has changed our country.

8 CREDITS (CFU) TO BE CARRIED OUT (TOTAL OF CFU OF THE PROGRAM)

BOCCI F., Una Mirabile avventura. Storia dell’educazione dei disabili da Jean Itard a Giovanni Bollea, Le Lettere, Firenze, 2011.

BOCCI F., Pedagogia Speciale come pedagogia inclusiva. Itinerari istituenti di un modo di essere della Scienza dell'Educazione, Guerini Scientifica, Milano, 2021.

GOODLEY D., D’ALESSIO S., FERRI, B., MONCERI F., TITCHKOSKY T., VADALÀ G., VALTELLINA E., MIGLIARINI, V., BOCCI F., MARRA A.D. E MEDEGHINI R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018.

GUERINI I. Quale Inclusione? La questione dell’indipendenza abitativa per le persone con impairment intellettivo, FrancoAngeli, Milano, 2020.

GUELI C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.

Uno a scelta tra:
FRANCESCHELLI F. Risalire la corrente. Raymond Carver tra letteratura e pedagogia, Aras Edizioni, Fano, 2021

ROGHI V., Il passero coraggioso. Cipì, Mario Lodi e la scuola democratica, Laterza, Bari, 2022.

7-6 CFU TO BE CARRIED OUT
BOCCI F., Una Mirabile avventura. Storia dell’educazione dei disabili da Jean Itard a Giovanni Bollea, Le Lettere, Firenze, 2011.

GOODLEY D., D’ALESSIO S., FERRI, B., MONCERI F., TITCHKOSKY T., VADALÀ G., VALTELLINA E., MIGLIARINI, V., BOCCI F., MARRA A.D. E MEDEGHINI R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018.

GUERINI I. Quale Inclusione? La questione dell’indipendenza abitativa per le persone con impairment intellettivo, FrancoAngeli, Milano, 2020.

GUELI C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.


5-4 CFU TO BE CARRIED OUT:
GOODLEY D., D’ALESSIO S., FERRI, B., MONCERI F., TITCHKOSKY T., VADALÀ G., VALTELLINA E., MIGLIARINI, V., BOCCI F., MARRA A.D. E MEDEGHINI R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018.

GUERINI I. Quale Inclusione? La questione dell’indipendenza abitativa per le persone con impairment intellettivo, FrancoAngeli, Milano, 2020.

GUELI C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.

DA 3 A 1 CFU TO BE CARRIED OUT:
GOODLEY D., D’ALESSIO S., FERRI, B., MONCERI F., TITCHKOSKY T., VADALÀ G., VALTELLINA E., MIGLIARINI, V., BOCCI F., MARRA A.D. E MEDEGHINI R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018.

GUELI C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.

The course is divided into five guidelines.

The first outlines the evolution of Special Pedagogy from its beginnings to actuality, problematizing the issue that today sees evolving towards its conceptualization as Inclusive Pedagogy. In this sense, a whole series of questions are critically analyzed and will be read both in a synchronic and diachronic key.

The second guideline concerns an analysis of inclusion, in particular through the critical perspective of Disability Studies regarding current school and social policies as well as the social representations of disability (as a cultural construction) and "diversity".

The third guideline concerns an expansion of the point of view on inclusive processes by means of an analysis of the question of the independent life of people with intellectual impairment.

The fourth guideline concerns Institutional Analysis and Narrative Socioanalysis as perspectives of investigation transversal to the previous lines, which offer themselves as "tools" for the analysis of political, cultural and scientific issues of the issues addressed.

The fifth and last line focuses attention on the narratives, taking as a background the figure of Raymond Carver as the narrator of otherness.

The great adventure of democratic teaching, as a practice that has changed our country, is also examined, through the figure of Mario Lodi and the story he invented of the sparrow Cipì.

8 ECTS (TOTAL OF COURSE ECTS):

BOCCI F., Una Mirabile avventura. Storia dell’educazione dei disabili da Jean Itard a Giovanni Bollea, Le Lettere, Firenze, 2011.

BOCCI F., Pedagogia Speciale come pedagogia inclusiva. Itinerari istituenti di un modo di essere della Scienza dell'Educazione, Guerini Scientifica, Milano, 2021.

GOODLEY D., D’ALESSIO S., FERRI, B., MONCERI F., TITCHKOSKY T., VADALÀ G., VALTELLINA E., MIGLIARINI, V., BOCCI F., MARRA A.D. E MEDEGHINI R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018.

GUELI C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.

GUERINI I. Quale Inclusione? La questione dell’indipendenza abitativa per le persone con impairment intellettivo, FrancoAngeli, Milano, 2020.

One between:
FRANCESCHELLI F. Risalire la corrente. Raymond Carver tra letteratura e pedagogia, Aras Edizioni, Fano, 2021

ROGHI V., Il passero coraggioso. Cipì, Mario Lodi e la scuola democratica, Laterza, Bari, 2022.

7-6 ECTS:
BOCCI F., Una Mirabile avventura. Storia dell’educazione dei disabili da Jean Itard a Giovanni Bollea, Le Lettere, Firenze, 2011.

GOODLEY D., D’ALESSIO S., FERRI, B., MONCERI F., TITCHKOSKY T., VADALÀ G., VALTELLINA E., MIGLIARINI, V., BOCCI F., MARRA A.D. E MEDEGHINI R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018.

GUELI C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.

GUERINI I. Quale Inclusione? La questione dell’indipendenza abitativa per le persone con impairment intellettivo, FrancoAngeli, Milano, 2020.

5-4 ECTS:
GOODLEY D., D’ALESSIO S., FERRI, B., MONCERI F., TITCHKOSKY T., VADALÀ G., VALTELLINA E., MIGLIARINI, V., BOCCI F., MARRA A.D. E MEDEGHINI R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018.

GUELI C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.

GUERINI I. Quale Inclusione? La questione dell’indipendenza abitativa per le persone con impairment intellettivo, FrancoAngeli, Milano, 2020.

3-1 ECTS:
GOODLEY D., D’ALESSIO S., FERRI, B., MONCERI F., TITCHKOSKY T., VADALÀ G., VALTELLINA E., MIGLIARINI, V., BOCCI F., MARRA A.D. E MEDEGHINI R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018.

GUELI C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.

The Laboratory of Developmental Psychology for Inclusion (1 CFU) is aimed at designing educational courses for prosociality education in Primary School according to the CEPIDEAS model (Caprara et al., 2014). The model is divided into five components, which constitute the determinants of prosocial behavior: 1) prosocial values and motivations; 2) emotional competencies; 3) empathy and perspective taking; 4) communication skills and behavioral self-regulation; 5) precursors of civic engagement.

Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia.

I semester:
Methodology of didactic planning.

II Semester:
Educational intervention project either in kindergarten or primary school.

The site Formonline- Training- 4 year.

The course aims to illustrate the strengths and weaknesses of the two main ways of learning History: the frontal one and
the interactive. The program will consist of the following points:
1) the subject of the discipline;
2) historiographical schools;
3) the evolution of the teaching of history in the Italian school;
4) the types of history teaching in the primary school;
5) the sources
6) the laboratory.

1) For those who cannot attend the course, face to face or remotely:

For those who need to achieve 7 or 8 credits:
G. Cambiano, Filosofia greca e identità dell'Occidente. Le avventure di una tradizione, Bologna, il Mulino, 2022
Luca Tedesco, Didattica della storia. Un manuale per i futuri insegnanti della scuola primaria e dell’infanzia, Firenze, Mondadori-Le Monnier, 2019


For those who need to achieve 5 or 6 credits:
G. Cambiano, Filosofia greca e identità dell'Occidente. Le avventure di una tradizione, Bologna, il Mulino, 2022
The audio videos of some of the lessons that will be uploaded during the course

For those who need to achieve 3 or 4 credits:
Luca Tedesco, Didattica della storia. Un manuale per i futuri insegnanti della scuola primaria e dell’infanzia, Mondadori-Le Monnier, 2019

For those who need to achieve 1 or 2 credits:
The audio videos of some of the lessons that will be uploaded during the course.

2) For those who will be able to participate in the course, face to face or remotely:
Luca Tedesco, Didattica della storia. Un manuale per i futuri insegnanti della scuola primaria e dell’infanzia, Firenze, Mondadori-Le Monnier, 2019
The audio videos of some of the lessons that will be uploaded during the course
Drafting and presentation, during the course, of reviews of one of the texts proposed by the professor at the beginning of the course

- The ontological dimensions of Motor Education: epistemological; phenomenological; methodological; referential; formative; axiological.
- Human movement and its forms in the context of contemporary culture and values.
- Functions and structures of human movement.
- The lack of human movement: hypokinesis and motor illiteracy.
- Motor development: ontogenesis and evolution of basic motor patterns in the developmental age.
- The functional prerequisites and their structuring.
- Psycho-motor education in its various aspects and the relationships between body growth, neuro-motor and psychic development.
- The acquisition of skills and the development of coordination and conditional skills, postural patterns, in the primary school years.
- Body outline, self efficacy and resilience.
- Motor activity and socio-intellectual, emotional and moral development.
- General principles of gradualness and progressiveness in the use of human movement and the methodological - didactic variables.
- Didactic strategies, teaching styles and interdisciplinary approaches.
- From basic motor patterns to the first forms of gestures applied to sports-games and sports.
- The task of the teacher and the coach/referee/educator in starting sports activities in developmental age.
- Moving in a natural environment, between creative and adventurous activities.
- Outdoor Movement Education - Outdoor Adventure Education.

Casolo F. (2011). Didattica delle attività motorie per l’età evolutiva. Milano: Vita e Pensiero.
Coco D. (2014). Pedagogia del corpo ludico-motorio e sviluppo morale. Roma: Anicia.
Lipoma M. (2014). Educazione Motoria. Collana ontologie pedagogiche. Lecce: Pensa Multimedia.

Reading and commentary on selected canti of Dante’s Divine Commedy


The course aims to read and comment on fourteen canti from Dante’s Comedy.
Reading these texts and interpreting them as a critical exercise of the imagination, with the consequent historical-critical commentary, will consolidate three capacities of which the critic Romano Luperini speaks: “the cognitive capacity, widening and deepening specific knowledge of the discipline and of the linguistic and cultural knowledge that is obtained from the dense network of interferences that presides over reading and interpretation; the imaginative capacity, as an existential, emotional and cultural enrichment produced by the contact with the great reservoir of imagination that is literature; the critical capacity, from education to the complexity and the problematic nature of the hermeneutical moment to the partiality and interdialogical character of every truth and to the democratic dialectic of the conflict of interpretations. These three capacities outline the many educational objectives.”
Numerous scholars and educators - Dewey, Bruner, and Gardner, but also, Italians like Malaguzzi, Lodi, and Rodari - have repeatedly supported the centrality of artistic education in learning processes. It is therefore important to underline the importance of the study of poetry for the enhancement of those qualities that are the basis of every authentic educational relationship: listening, depth, attention, critical capacity, and creativity. Poetry, in particular, makes use of a deliberately ambiguous language, based on a multiplicity of meanings, through semantic richness capable of unhinging the flat conformism of so much communication present in everyday speech, in books, in the media, and om the net.
Reading these texts will be considered for use in kindergarten and primary school, using reading aloud and student presentations as possible didactic paths. With the warning, however, that this cannot be the only approach with which one approaches literature.
The study of literature, its aesthetic and cognitive enjoyment, and the ability to be moved by beauty are assets in themselves; they presuppose a disinterested attitude towards “knowing,” a prerequisite fact of reading, in an attempt to stimulate the development of a critical and creative curiosity towards the world. We study it to enrich ourselves as women, men and citizens and also as educators and teachers. We also study it because it is only possible to construct innovative and stimulating educational itineraries for the students if we know the authors we want to use in depth, only if we consciously penetrate the depth of the polysemic richness of a literary text.
As Italo Calvino wrote about the classics of world literature, "do not believe that the classics ought to be read because they ‘serve any purpose.’ The only reason one can adduce is that reading the classics is better than not reading the classics. And if someone objects that it is not worth the effort, I will quote Cioran [...]: ‘while the hemlock was being prepared, Socrates was learning a tune on the flute. ‘What good will it do you?’ they asked, ‘to learn this tune before dying”.




Objectives

• Know how to read and comment critically on a poetic text, a narrative text and an argumentative text.
• Experience the "alienating" character of the language of poetry.
• Acquire a method of reading the texts that is impressionistic but based, as much as possible, on what the text actually says.
• Know how to connect knowledge in the different analysis of texts.
• Acquire cognitive, imaginative and critical skills.
• Experiment with didactic paths of literature for kindergarten and primary schools.

Important

In order to pass the exam with good marks, it is strongly recommended that you follow the lessons. This is not for bureaucratic obligation, but it is to carry out an educational and cultural exchange in depth with the teacher and course companions that only active participation in the lesson can allow.

Exam Texts

Please note: as much as possible, it is recommended that you use the editions listed which have been selected for the quality of the editors and translators. The texts no longer on the market can be borrowed from the library: Sistema Bibliotecario di Ateneo Roma Tre, Biblioteche Comunali di Roma e del Lazio, Biblioteca Nazionale Centrale, Biblioteca Angelica, Biblioteca Baldini, Biblioteca Universitaria Alessandrina, Biblioteca Casanatense, Biblioteca Vallicelliana, etc.

1. Dante Alighieri, Divina Commedia:

Inferno, canti IV, XV, XIX, XXVIII, XXXIV

Purgatorio, canti III, V, XVI, XXIV, XXV

Paradiso, canti VIII, X, XIX, XXIII, XXXIII

At least three to four of the following comments should be used for the study of the Comedy (please stick to thr this list only):

Natalino Sapegno (La Nuova Italia)
Umberto Bosco e Giovanni Reggio (Le Monnier Scuola – Mondadori Education)
Emilio Pasquini e Antonio Quaglio (Garzanti)
Maria Corti e Bianca Garavelli (Bompiani)
Anna Maria Chiavacci Leonardi (Mondadori o Zanichelli)
Giorgio Inglese (Carocci)
Saverio Bellomo e Stefano Carrai (Einaudi: ad oggi sono disponibili Inferno e Purgatorio)
Enrico Malato (Salerno: ad oggi disponibile il primo tomo dell'Inferno)

2. Marco Santagata, Dante. Il romanzo della sua vita, Mondadori, Milano 2020.

3. Donatello Santarone, Il caviale e i fichi. Scritti di letteratura, Bordeaux, Roma 2023 (il volume sarà in libreria da febbraio).

4. Critical contributions on the Comedy by classical and contemporary authors available in pdf on the Formonline platform starting from the beginning of the course (October 2022).

5. One classic text of Italian literature to be chosen from the following:
• Francesco Petrarca, Canzoniere, poesie: 1 Voi ch’ascoltate, 35 Solo et pensoso, 90 Erano i capei d’oro, 126 Chiare, fresche et dolci acque, 234 O cameretta, 272 La vita fugge. Si consiglia uno dei seguenti commenti: M.
Santagata (Mondadori 2018), U. Dotti (Feltrinelli, 2013), G. Contini – D. Ponchiroli (Einaudi 2005).
• Giovanni Boccaccio, Decamerone, novelle: II 5 Andreuccio da Perugia a Napoli, III 1 Masetto da Lamporecchio ortolano dalle monache, IV 5 Lisabetta da Messina (novella del vaso di basilico), V 4 Ricciardo Mainardi e
Caterina, la figlia di Lizio da Valbona (novella dell’”usignolo. Si consiglia uno dei seguenti commenti: V. Branca (Einaudi, 2005), A. Quondam (Rizzoli, 2013), A. E. Quaglio (Garzanti, 2015).
• Ludovico Ariosto, Orlando Furioso, Canto I, a cura di C. Segre, Mondadori, Milano 2010.
• Torquato Tasso, Gerusalemme Liberata, Canto XVI, a cura di L. Caretti, Mondadori, Milano 2008.
• Carlo Goldoni, La locandiera, a cura di Guido Davico Bonino, Mondadori, Milano 2017.
• Alessandro Manzoni, I promessi sposi. Storia della colonna infame, a cura di Salvatore Silvano Nigro, Einaudi, Torino 2015.
• Giacomo Leopardi, Canti: L’infinito, A Silvia, Canto notturno di un pastore errante dell’Asia, Imitazione. Si consiglia uno dei seguenti commenti: G. Contini (Sansoni, 1998), F. Gavazzeni – M. Lombardi (Rizzoli, 1998), F.
Bandini (Garzanti, 2007), U. Dotti (Feltrinelli, 2016), N. Gallo – C. Garboli (Einaudi, 2016), L. Blasucci (Fondazione Pietro Bembo/Ugo Guanda 2019 e 2021).
• Giovanni Verga, Tutte le novelle, a cura di Carla Riccardi, Mondadori, Milano 2017 (solo le raccolte Vita dei campi e Novelle rusticane).
• Italo Svevo, La coscienza di Zeno, a cura di Mario Lavagetto, Einaudi, Torino 2014.
• Luigi Pirandello, Novelle, a cura di Lucio Lugnani, Einaudi, Torino 2015.

6. One text of contemporary Italian literature to be chosen from the following:
• Giuseppe Ungaretti, Vita d’un uomo. Tutte le poesie, Mondadori, Milano 2016.
• Umberto Saba, Il Canzoniere, Einaudi, Torino 2014.
• Eugenio Montale, Tutte le poesie, Mondadori, Milano 2018.
• Giorgio Caproni, Tutte le poesie, Garzanti, Milano 2016.
• Vittorio Sereni, Poesie e prose, Mondadori, Milano 2020.
• Franco Fortini, Tutte le poesie, Mondadori, Milano 2021.
• Mario Luzi, Tutte le poesie, Garzanti, Milano 2016.
• Giovanni Giudici, Tutte le poesie, Mondadori, Milano 2021.
• Giovanni Raboni, Tutte le poesie, Einaudi, Torino 2014.
• Andrea Zanzotto, Tutte le poesie, Mondadori, Milano 2011.
• Elio Vittorini, Conversazione in Sicilia, Rizzoli, Milano 2012.
• Cesare Pavese, La luna e i falò, Einaudi, Torino 2014.
• Alberto Moravia, La ciociara, Bompiani, Milano 2001.
• Ennio Flaiano, Tempo di uccidere, Rizzoli, Milano 2013.
• Gabriella Ghermandi, Regina di fiori e di perle, Donzelli, Roma 2007.
• Carlo Levi, Cristo si è fermato a Eboli, Einaudi, Torino 2014.
• Italo Calvino, Il sentiero dei nidi di ragno, Mondadori, Milano 2016.
• Carlo Cassola, La ragazza di Bube, Mondadori, Milano 2016.
• Beppe Fenoglio, Il partigiano Johnny, Einaudi, Torino 2005.
• Primo Levi, Se questo è un uomo, Einaudi, Torino 2014.
• Primo Levi, La tregua, Einaudi, Torino 2014.
• Luciano Bianciardi, La vita agra, Feltrinelli, Milano 2013.
• Pier Paolo Pasolini, Ragazzi di vita, Garzanti, Milano 2014.
• Elsa Morante, La Storia, Einaudi, Torino 2014.
• Carlo Emilio Gadda, Quer pasticciaccio brutto de via Merulana, Adelphi, Milano 2018.
• Giacomo Debenedetti, 16 ottobre 1944, Einaudi, Torino 2015.
• Leonardo Sciascia, Il giorno della civetta, Adelphi, Milano 2002.
• Vasco Pratolini, Metello, Rizzoli, Milano 2011.
• Ignazio Silone, Fontamara, Mondadori, Milano 2016.
• Corrado Alvaro, Gente in Aspromonte, Garzanti, Milano 2017.
• Sibilla Aleramo, Una donna, Feltrinelli. Milano 2013.
• Francesco Jovine, Le terre del Sacramento, Donzelli, Roma 2012.
• Paolo Volponi, Le mosche del capitale, Einaudi, Torino 2010.
• Giuseppe Tomasi di Lampedusa, Il gattopardo, Feltrinelli, Milano 2002.
• Emilio Lussu, Un anno sull’altipiano, Einaudi, Torino 2014.
• Natalia Ginzburg, Lessico famigliare, Einaudi, Torino 2010.
• Romano Bilenchi, Il gelo, Rizzoli, Milano 1982.

7. One classic text of foreign literature to be chosen from the following:
• William Shakespeare, Il mercante di Venezia, traduzione di Alessandro Serpieri, Garzanti, Milano 2016.
• Daniel Defoe, Le avventure di Robinson Crusoe, traduzione di Giuseppe Sertoli, Einaudi, Torino 2008.
• Wolfgang Goethe, I dolori del giovane Werther, traduzione di Giuseppe Antonio Borgese, Mondadori, Milano 2016.
• Mary Shelley, Frankestein 1818, traduzione di Alessandro Fabrizi, Neri Pozza, Venezia 2018.
• Nikolaj Gogol’, Racconti di Pietroburgo, traduzione di Paolo Nori, Marcos y Marcos, Milano 2019.
• Honoré de Balzac, Illusioni perdute, traduzione di Argia Micchettoni, Garzanti, Milano 2008.
• Charles Baudelaire, I fiori del male, traduzione di Giorgio Caproni, Marsilio, Venezia 2008 (solo la sezione Quadri parigini).
• Herman Melville, Moby Dick, traduzione di Nemi D’Agostino, Garzanti, Milano 2005.
• Edgar Allan Poe, I racconti, traduzione di Giorgio Manganelli, Einaudi, Torino 2017.
• Mark Twain, Le avventure di Huckleberry Finn, traduzione di Franca Cavagnoli, Mondadori, Milano 2017.
• Gustave Flaubert, L’educazione sentimentale, traduzione di Giovanni Raboni, Garzanti, Milano 2005.
• Stendhal, La certosa di Parma, traduzione di Maurizio Cucchi, Mondadori, Milano 2016.
• Émile Zola, Germinale, traduzione di Stefano Valenti, Feltrinelli, Milano 2013.
• Robert Louis Stevenson, Lo strano caso del dottor Jekyll e del signor Hyde, traduzione di Carlo Fruttero e Franco Lucentini, Einaudi, Torino 2015.
• Charles Dickens, Tempi difficili, traduzione di Maria Rita Cifarelli e Cristina Scagliotti, Einaudi, Torino 2014.
• Anton Cechov, Racconti, traduzione di Alfredo Polledro, Rizzoli, Milano 2005.
• Henrik Ibsen, Casa di bambola, traduzione di Ervino Pocar, Mondadori, Milano 2014.
• Fëdor Dostoevskij, Il sosia, traduzione di Pietro Zveteremich, Garzanti, Milano 2006.
• Lev Tolstoj, La morte di Ivan Il’ič - Tre morti e altri racconti, traduzione di Tommaso Landolfi, Adelphi, Milano 1996.

8. One text of contemporary foreign literature to be chosen from the following:

• Joseph Conrad, Cuore di tenebra, traduzione di Ettore Capriolo, Feltrinelli, Milano 2013.
• Francis Scott Fitzgerald, Racconti, traduzione di Franca Cavagnoli, Feltrinelli, Milano 2013.
• Katherine Mansfield, Tutti i racconti, traduzione di Franca Cavagnoli, Mondadori, Milano 2013.
• Vladimir Majakovskij, Poesie, traduzioni varie a cura di Guido Carpi, Rizzoli, Milano 2008.
• James Joyce, Gente di Dublino, traduzione di Attilio Brilli, Mondadori, Milano 2018.
• Aleksandr Solzenicyn, Una giornata di Ivan Denisovic - La casa di Matrëna. Accadde alla stazione di Cocetovka, traduzione di Ornella Discacciati, Einaudi, Torino 2017.
• Chinua Achebe, Le cose crollano, traduzione di Alberto Pezzotta, La nave di Teseo, Milano 2016.
• Michail Bulgakov, Il Maestro e Margerita, traduzione di Vera Dridso, Einaudi 2014.
• Boris Pasternak, Il dottor Zivago, traduzione di Serena Prina, Feltrinelli, Milano 2017.
• Ralph Ellison, Uomo invisibile, traduzione di Carlo Fruttero e Luciano Gallino, Einaudi, Torino 1993.
• Buchi Emecheta, Cittadina di seconda classe, traduzione di Franca Cavagnoli, Giunti, Firenze 2015.
• John Fante, Aspetta primavera, Bandini, traduzione di Carlo Corsi, Einaudi, Torino 2005.
• Bernard Malamud, L’uomo di Kiev, traduzione di Ida Omboni, Minimum fax, Roma 2014.
• Lu Xun, La vera storia di Ah Q, traduzione di Umberto Ledda, Newton Compton, Roma 2016.
• Lu Xun, Erbe selvatiche, traduzione di Edoarda Masi, Quodlibet, Macerata 2003.
• Yu Hua, Il settimo giorno, traduzione di Silvia Pozzi, Feltrinelli, Milano 2017.
• Nagib Mahfuz, Miramar, traduzione di Elena Chiti, Feltrinelli, Milano 2000.
• S. Yizhar, La rabbia del vento, traduzione di Dalia Padoa, Einaudi, Torino 2005.
• S. Yizhar, Convoglio di mezzanotte, traduzione di Elena Loewenthal, Elliot, Roma 2013.
• Etgar Keret, La notte in cui morirono gli autobus, traduzione di Alessandra Shomroni, Feltrinelli, Milano 2019.
• Abraham B. Yehoshua, Il tunnel, traduzione di Alessandra Shomroni, Einaudi, Torini 2018.
• Mahmud Darwish, Una trilogia palestinese, traduzione di Elisabetta Bartuli e Romana Ciucani, Feltrinelli, Milano 2017.
• Emil Habibi, Il pessottimista. Un arabo d’Israele, traduzione di Isabella Camera d'Afflitto e Lucy Ladikoff, Bompiani, Milano 2002.
• Ghassan Kanafani, Ritorno a Haifa, traduzione di Isabella Camera d’Afflitto, Edizioni Lavoro, Roma 2003.
• Ken Saro-Wiwa, Sozaboy, traduzione di Roberto Piangatelli, Baldini e Castoldi, Milano 2014.
• Amos Tutuola, La mia vita nel bosco degli spiriti, traduzione di Adriana Motti, Adelphi, Milano 2016.
• Mia Couto, Voci all’imbrunire, traduzione di Edgardo Pellegrini, Edizioni Lavoro, Roma 1989.
• Richard Wright, Ragazzo negro, traduzione di Bruno Fonzi, Einaudi, Torino 2006.
• Bertolt Brecht, Poesie, traduzioni di Emilio Castellani, Roberto Fertonani, Cesare Cases, Mario Carpitella, Ruth Leiser, Franco Fortini, Einaudi, Torino 2014.
• Samuel Beckett, Aspettando Godot, traduzione a cura di Carlo Fruttero, Einaudi, Torino 1997.
• Paul Eluard, Poesie, traduzione di Franco Fortini, Einaudi, Torino 1981.
• Wystan Hugh Auden, Poesie scelte, traduzione di Massimo Bocchiola e Ottavio Fatica, Adelphi, Milano 2016.
• Virginia Woolf, Al faro, traduzione di Nadia Fusini, Feltrinelli, Milano 2014.
• Thomas S. Eliot, La terra desolata, traduzione di Alessandro Serpieri, Rizzoli, Milano 2013.
• Federico García Lorca, Canti gitani e andalusi, traduzione di Oreste Macrì, Guanda, Parma 2005.
• Antonio Machado - Federico García Lorca, Non domandarmi nulla, traduzione di Francesco Scarabicchi, Marcos y Marcos, Milano 2015.
• Franz Kafka, Strafen. Punizioni. (La condanna. La metamorfosi. Nella colonia penale), traduzione di Franco Fortini, Einaudi, Torino 1997.
• Albert Camus, La peste, traduzione di Yasmina Mélaouah, Bompiani, Milano 2017.
• Ernest Hemingway, Il vecchio e il mare, traduzione di Fernanda Pivano, Mondadori, Milano 2016.
• Simone De Beauvoir, Una donna spezzata, traduzione di Bruno Fonzi, Einaudi, Torino 2014.
• Jerome D. Salinger, Il giovane Holden, traduzione di Adriana Motti, Einaudi, Torino 2008.
• Alan Sillitoe, La solitudine del maratoneta, traduzione di Vincenzo Mantovani, Minimum fax, Roma 2009.
• Gabriel García Márquez, Cent’anni di solitudine, traduzione di Ilide Carmignani, Mondadori, Milano 2017.
• Jorge Amado, Teresa Batista stanca di guerra, traduzione di Giuliana Segre Giorgi, Einaudi, Torino 2014.
• Julio Cortázar, I racconti, traduzioni a cura di Ernesto Franco, Einaudi, Torino 2014.
• Mario Vargas Llosa, La festa del caprone, traduzione di Glauco Felici, Einaudi, Torino 2011.
• Osvaldo Soriano, Triste, solitario y final, traduzione di Glauco Felici, Einaudi, Torino 2015.
• José Saramago, L’anno della morte di Ricardo Reis, traduzione di Rita Desti, Feltrinelli, Milano 2010.
• Isabel Allende, La casa degli spiriti, traduzione di Angelo Morino e Sonia Piloto Di Castri, Feltrinelli, Milano 2013.
• Christa Woolf, Cassandra, traduzione di Anita Raja, Edizioni e/o, Roma 2012.
• Toni Morrison, Amatissima, traduzione di G. Natale, Sperling & Kupfer, Milano 2013.
• Don Delillo, Underworld, traduzione di Delfina Vezzoli, Einaudi, Torino 2012.
• Alice Walker, Il colore viola, traduzione di Marisa Caramella, Sperling & Kupfer, Milano 2008.
• Derek Walcott, Isole. Poesie scelte (1948-2004), a cura di Matteo Campagnoli, Adelphi, Milano 2009.
• Arundhati Roy, Il dio delle piccole cose, traduzione di Chiara Gabutti, Tea, Milano 2017.
• Anita Desai, Tutti i racconti, traduzioni di Anna Nadotti, Bianca Piazzese, Vincenzo Vergiani, Einaudi, Torino 2009.
• Ivo Andrić, Il ponte sulla Drina, traduzione di Dunja Badnjevic, Mondadori, Milano 2017.
• Günter Grass, Il tamburo di latta, traduzione di Bruna Bianchi, Feltrinelli, Milano 2013.
• Heinrich Böll, Opinioni di un clown, traduzione di Amina Pandolfi, Mondadori, Milano 2016.
• Erich Maria Remarque, Niente di nuovo sul fronte occidentale, traduzione di Stefano Jacini, Neri Pozza, Vicenza 2016.
• Jack London, Martin Eden, trad. di Stella Sacchini, Feltrinelli, Milano 2019.
• Ngugi Wa Thiong’o, Un chicco di grano, Calabuig, Milano 2017.

Laboratory Activities
Channel 3. A path of didactics of literature starting from some "terzine" of Dante's Comedy.

See Programma dell'insegnamento

Workshop aims at promoting experiences of community of practices (in the perspective of "research-training in action") in which the ability to reflexively act and to be agentive can develop in future teachers. The background is represented by the direct participation in the processes of self-analysis and self-improvement of school life, even in the perspective of socio-analysis narrative.

Texts and activities given by the teacher.

Workshop aims at promoting experiences of community of practices (in the perspective of "research-training in action") in which the ability to reflexively act and to be agentive can develop in future teachers. The background is represented by the direct participation in the processes of self-analysis and self-improvement of school life, even in the perspective of socio-analysis narrative.

Texts and activities given by the teacher.

The Laboratory of METHODS AND TEACHING METHODS OF MOTOR ACTIVITIES (1 CFU), I and II semester (channel A-B-C, h. 8) will be aimed at the construction of physical education courses in the pre-primary and Primary School.

Coco D. (2014). Pedagogia del corpo ludico-motorio e sviluppo morale. Roma: Anicia.

The course is structured as to allow the implementation of the students’ linguistic competences, requiring on the side of the student to develop a professional-oriented awareness of the L2 learning and teaching modalities.
Pre-reading and post-reading activities, reading and listening comprehension will stimulate the students’ reflection and discussion on general-interest themes and provide useful topics for class-work, both at written and oral level. The constant use of English in the classroom will be encouraged, and students will be fostered to noticing the differences and similarities between L2 and L1.
Students will also be required to put their skills into practice during the course developing some tasks, both in international projecs and eTwinning, under the supervision of the teacher and involving the whole classroom. Such practical approach allows students to engage in methodological discussions, contributing to the application of storytelling and CLIL as well.

- M. SLATTERY, J. WILLIS, English for Primary School Teachers, Oxford University Press, 2005
- P. LIGHTBOWN, N. SPADA, How Languages are Learned, Oxford University Press
- J. HARMER, How to Teach English, Pearson Longman, 2007
- M. MINNITI, Time In - English for Kids, available on ilmiolibro.it

Materials to be used during the Lab will be put on formonline.

I Semester:
Planning and evaluation of the didactic project.

II Semester:
Carrying out the didactic project either in kindergarten or primary school.

The site Formonline- Training- 5° year.